Competences represent a summary of key professional and personal skills/talents and behavioural patterns of an individual. They form the basis of any proficient working behaviour, and the level of their maturity is crucial for the successful performance of the profession concerned. From this point of view, the competences of university teachers are of exceptional importance, mainly because teachers constitute the basis for the creation of new knowledge and new values beneficial to the university as well as to students, and subsequently also to enterprises in the role of employers, who should be able to use reasonably and develop systematically the mature competences of their employees. The intention of the study is to analyse the professional-personal profile of university teachers and the competences they should have. The study also presents outcomes of a questionnaire-based survey conducted with a sample of 686 students of the University of Žilina, the Slovak Republic. The first stage of our survey (2012/2013, 395 students) focused on questioning as to which competences the teacher should have according to students. The second stage of our survey (2013/2014), which is dealt with in this study, focuses on defining the negative competences and characteristics of teachers, i.e. it focuses on the question as to which features the teacher should certainly not have. In addition to interesting outcomes of the survey, the most important part of the study is an originally created competence model of the university teacher. Such competence model should become a quality standard or a paragon of the positive indicators of the teacher's working behaviour. The model also needs to clearly define the negative indicators (undesirable behaviour) which teachers should eliminate from their performance and behaviour. Persistence of such behaviour should be strictly penalised by the management of the faculty or university.

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Creativity, beside knowledge and innovation, is a significant determinant of the growth of modern economies. It is the potential of non-materialistic resources on which depend economic successes of whole regions as well as of business entities functioning in them. Non-materialistic resources are difficult for diagnosis owing to their attributes and a difficulty appears among researchers of the presented phenomena in interpreting the applied methods and the analysis of obtained research results. However, all the time attempts are made to describe economic components of this type because theorists as well as experienced experts of economic life prove, in their numerous publications on the problem, that the significance of these resources for the development is unquestionable.There was made an attempt to study the organizational climate of higher education institutions as determinants influencing creative attitudes among young people, so desirable in today's economy. The main objective of the research was: Using scientific procedures and using the appropriate methodology examined and recognized in current state of organizational climate of universities and its impact on the development of students creativity. Considerations were the basis for the formulation of the research hypothesis: The higher and more advanced level of organizational climate focused on creativity, the higher the level of creativity among students, who as part of the intellectual capital is a key factor in the development of micro-and macro-region. In order to verify this objective and the research hypothesis, tests on a group of 232 students from the University of Szczecin, West Pomeranian University of Technology and the Academy of Art was conducted.

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Intentions of the study are to examine academic motivation, including the motivation of teachers as well as students, and responsibility and creativity in mutual context and to analyse and define the methods of their potential reinforcements. Methodological part includes a qualitative analysis of teaching the subject Organisational Behaviour and a qualitativequantitative analysis of students' results in two consecutive years (N1=45 students studied the subject in the first year; N2=53 in second year). The analysis of learning outcomes in both years shows that, with the first experimental method, the students achieved =50.82 points on average; with the second method, their average was =53.21 points. This suggests that the systematic motivation of and fairness to students have positive impacts on their results.

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