Dostignuće industrije 5.0 u visokoškolskim ustanovama na osnovu Balanced Scorecard (BSC) – fokus na perspektivu učenja i rasta
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Jul 15, 2025
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Nedeljka Živković
http://orcid.org/0000-0001-6663-7467
Maja S. Glogovac
http://orcid.org/0000-0003-3268-8543
Isidora S. Milošević
http://orcid.org/0000-0001-5539-8253
Sanela S. Arsić
http://orcid.org/0000-0002-1957-566X
Nedeljko S. Živković
http://orcid.org/0000-0002-3698-1045
http://orcid.org/0000-0001-6663-7467
Maja S. Glogovac
http://orcid.org/0000-0003-3268-8543
Isidora S. Milošević
http://orcid.org/0000-0001-5539-8253
Sanela S. Arsić
http://orcid.org/0000-0002-1957-566X
Nedeljko S. Živković
http://orcid.org/0000-0002-3698-1045
Apstrakt
Za razliku od Industrije 4.0 koja je često bila kritikovana zato što je u potpunosti bila usmerena na digitalna dostignuća, javlja se potpuno novi koncept poznat kao Industrija 5.0. Industrija 5.0 se delimično oslanja na digitalna dostignuća, ali pre svega na održivost poslovanja i društva u celini. Poznato je da nova paradigma Industrije 5.0 može imati uticaj na organizacione performanse. Sa druge strane strateški model Balanced Scorecard (BSC) takođe se koristi za poboljšanje organizacionih performansi. Kao veoma značajna perspektiva modela BSC je perspektiva učenja i rasta. Cilj ovog istraživanja je analiza deskriptivne statistike perspektive učenja i rasta kao deo modela BSC u primeni na visokoškolske ustanove u novoj eri Industrije 5.0. Istraživanje je sprovedeno nad zaposlenima u visokoškolskim ustanovama u Republici Srbiji i njenom regionu. Ukupno je prikupljeno 374 pravilno popunjenih odgovora. Usmerenost na perspektivu učenja i rasta je veoma značajan, imajući u vidu da globalno konkurentsko tržište zahteva stalno prilagođavanje i unapređenje performansi visokoškolskih ustanova.
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Kako citirati
ŽIVKOVIĆ, Nedeljka et al.
Dostignuće industrije 5.0 u visokoškolskim ustanovama na osnovu Balanced Scorecard (BSC) – fokus na perspektivu učenja i rasta.
Zbornik Međunarodnog kongresa o procesnoj industriji – Procesing, [S.l.], v. 38, n. 1, p. 39-46, july 2025.
Dostupno na: <http://www.izdanja.smeits.rs/index.php/ptk/article/view/8203>. Datum pristupa: 10 mar. 2026
doi: https://doi.org/10.24094/ptk.025.1.039.
Sekcija
Menadžment kvaliteta i standardizacija u organizacijama
Reference
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[28] Carayannis, E. G., & Morawska-Jancelewicz, J. (2022). The futures of Europe: Society 5.0 and Industry 5.0 as driving forces of future universities. Journal of the Knowledge Economy, 13(4), 3445-3471.
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[32] Soysa, I. B., Jayamaha, N. P., & Grigg, N. P. (2019). Validating the balanced scorecard framework for nonprofit organisations: an empirical study involving Australasian healthcare. To-tal Quality Management & Business Excellence, 30(9-10), 1005-1025.
[33] Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian critical care, 22(2), 93-97.
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[2] Martin, J., Elg, M., & Gremyr, I. (2025). The many meanings of quality: towards a defini-tion in support of sustainable operations. Total quality management & business excellence, 36(3-4), p.p. 185-198.
[3] Wolniak, R. (2019). The level of maturity of quality management systems in Poland—results of empirical research. Sustainability, 11(15), 4239.
[4] Serdar Asan, Ş., & Tanyaş, M. (2007). Integrating Hoshin Kanri and the balanced scorecard for strategic management: The case of higher education. Total Quality Management, 18(9), p.p. 999-1014.
[5] Kiriri, P. N. (2022). Management of Performance in Higher Education Institutions: The Ap-plication of the Balanced Scorecard (BSC). European Journal of Education (EJED), 5(1), p.p. 144-158.
[6] Makki, A. A., Alqahtani, A. Y., Abdulaal, R. M., & Madbouly, A. I. (2023). A novel stra-tegic approach to evaluating higher education quality standards in university colleges using mul-ti-criteria decision-making. Education Sciences, 13(6), 577.
[7] Stejskal, K., Sayed, N., & Lento, C. (2020). Mapping stakeholder expectations of a publicly funded post-secondary institution: a balanced scorecard perspective. Accounting and the Pub-lic Interest, 20(1), 104-137.
[8] Khalaf Alateyyat, S., Jaaron, A. A., & Igudia, E. (2024). Unveiling the status of TQM-performance link in the private, public, and third sectors: a systematic review. Total Quality Management & Business Excellence, 35(9-10), p.p. 938-970.
[9] Darawong, C., & Sandmaung, M. (2019). Service quality enhancing student satisfaction in in-ternational programs of higher education institutions: A local student perspective. Journal of Marketing for Higher Education, 29(2), 268-283
[10] *** International Organization for Standardization. (2018). Quality management-Quality of an or-ganization-Guidance to achieve sustained success. ISO.
[11] Núñez-Canal, M., de Obesso, M. D. L. M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Tech-nologi-cal Forecasting and Social Change, 174, 121270.
[12] Ferreira, B. M., Abrantes, J. L., Seabra, A., & Rubio, I. M. (2022). Digital technology and eWOM in the context of higher education: a study from Portugal and Spain. Journal of Mar-ket-ing for Higher Education, 32(2), 159-178.
[13] Cerdá Suárez, L. M., Núñez-Valdés, K., & Quirós y Alpera, S. (2021). A systemic perspec-tive for understanding digital transformation in higher education: Overview and subregional context in Latin America as evidence. Sustainability, 13(23), 12956
[14] Lamine, W., Mian, S., Fayolle, A., & Linton, J. D. (2021). Educating scientists and engi-neers for technology entrepreneurship in the emerging digital era. Technological forecasting and social change, 164, 120552.
[15] Nandi, E. (2022). Governance, performance and quality in higher education: Evidences from a case study. Contemporary Education Dialogue, 19(1), 37-58.
[16] Hashim, M. A. M., Tlemsani, I., Mason-Jones, R., Matthews, R., & Ndrecaj, V. (2024). Higher education via the lens of industry 5.0: Strategy and perspective. Social Sciences & Hu-manities Open, 9, 100828.
[17] Carnerud, D., Mårtensson, A., Ahlin, K., & Slumpi, T. P. (2025). On the inclusion of sus-tainability and digitalisation in quality management–an overview from past to present. Total Quality Management & Business Excellence, 36(3-4), 199-221.
[18] Araújo, M., & Sampaio, P. (2014). The path to excellence of the Portuguese organisations recognised by the EFQM model. Total Quality Management & Business Excellence, 25(5-6), 427-438.
[19] Vykydal, D., Folta, M., & Nenadál, J. (2020). A study of quality assessment in higher edu-cation within the context of sustainable development: A case study from Czech Repub-lic. Sus-tainability, 12(11), 4769.
[20] Kaplan, R. & Norton, D., (1992). The Balanced Scorecard: Measures that Drive Perfor-mance. Harvard Business Review. 70(1), 71–99.
[21] Kaur, R. (2022). Measurement Of Performance Index Of Higher Educational Institutions by Using The Balanced Scorecard In The Northern State Of India. Journal of Positive School Psychology, 6(9), 1824-1846.
[22] Kaplan, R. S., & Norton, D. P. (1996). Strategic learning & the balanced scorecard. Strate-gy & Leadership, 24(5), 18-24.
[23] Frederico, G. F., Garza-Reyes, J. A., Kumar, A., & Kumar, V. (2021). Performance meas-ure-ment for supply chains in the Industry 4.0 era: a balanced scorecard approach. Interna-tional journal of productivity and performance management, 70(4), 789-807.
[24] Sánchez-Alegría, S., Lizarraga-Dalloa, F., & Marín-Vinuesa, L. M. (2022). Is quality man-agement a competitive advantage? A study after the Spanish financial crisis in the furniture in-dustry. Total quality management & business excellence, 33(11-12), 1344-1365.
[25] Ruso, J., Milošević, I., Stojanović, A., Glogovac, M., Rakić, A., & Arsić, S. (2024). Re-gional variations in digital transformation: the impact of industry 5.0 on business quality per-for-mance. Total Quality Management & Business Excellence, 35(15-16), 1879-1899.
[26] Ali, I., Nguyen, K., & Oh, I. (2025). Systematic literature review on Industry 5.0: current status and future research directions with insights for the Asia Pacific countries. Asia Pacific Business Review, 1-28.
[27] Cimil, D., & Plotnic, O. (2021). European Union view on Personal Data in Intellectual Prop-erty Rights. Eastern European Journal for Regional Studies (EEJRS), 7(1), 92-106
[28] Carayannis, E. G., & Morawska-Jancelewicz, J. (2022). The futures of Europe: Society 5.0 and Industry 5.0 as driving forces of future universities. Journal of the Knowledge Economy, 13(4), 3445-3471.
[29] Taimur, S., & Onuki, M. (2022). Design thinking as digital transformative pedagogy in higher sustainability education: Cases from Japan and Germany. International Journal of Ed-uca-tional Research, 114, 101994.
[30] Al-Bahi, A. M., Abd-Elwahed, M. S., & Soliman, A. Y. (2021). Implementation of sustaina-bil-ity indicators in engineering education using a combined balanced scorecard and quality function deployment approaches. Sustainability, 13(13), 7083.
[31] Davis, S., & Albright, T. (2004). An investigation of the effect of balanced scorecard im-plementation on financial performance. Management accounting research, 15(2), 135-153.
[32] Soysa, I. B., Jayamaha, N. P., & Grigg, N. P. (2019). Validating the balanced scorecard framework for nonprofit organisations: an empirical study involving Australasian healthcare. To-tal Quality Management & Business Excellence, 30(9-10), 1005-1025.
[33] Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian critical care, 22(2), 93-97.
[34] Thompson, C. B. (2009). Descriptive data analysis. Air medical journal, 28(2), 56-59.
[35] Cooksey, R. W. (2020). Illustrating statistical procedures: Finding meaning in quantitative data. Springer Nature.
[36] Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate Data Analy-sis, fifth ed. Prentice Hall, New Jersey
[37] Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian journal of paramedicine, 8, 1-13.