A successful higher education institution (hereinafter HEI) has to carefully plan, manage and verify its performance by outlining a strategy to achieve performance outcomes. The main focus lies on effectively managing knowledge within an HEI along with establishing quality assurance structures and mechanisms that measure and assess the organizations' performance and a successful internal communication as a tool to achieve quality assurance. In higher education institutions quality often reflects from the quality of educational process, quality management and its participation with the environment. Our paper deals with setting parallels between knowledge management processes and quality assurance processes and the importance of efficient internal communication. Therefore we reviewed the literature with critical appraisal and compilation method and created a model of comparison and intersection between knowledge management processes and quality assurance processes in higher education institutions thru internal communication. We can conclude that efficient and effective KM and internal communication cannot be achieved without extensive behavioral, cultural and organizational change that includes at least some aspects of quality assurance.
Some Slovene and foreign Higher Education Institutions (HEI) organise and offer support to the first-year students or 'freshmen' when starting HE studies and they encourage and motivate them to study. Analyses of a few international studies dealing with successful study skills support and practical training for first-year students were made. Some Slovene HEI organise support offered to students during their studies. Furthermore, a survey at one of Slovene HEI and their implementation of practical training in their study programmes is discussed. This paper identifies three fundamental guidelines for further planning of a more effective students' 'transition' and for the improvement of their study motivation. Firstly, mutual cooperation between HEI and secondary schools is needed to prepare students for HE. Secondly, training and support during the first study year has to be an inherent part of a study programme. Thirdly, preparation for studies should be part of a compulsory curriculum and not simply an extra-curricular activity.
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