Abstract:The aim of this empirical research is to verify the contribution of entrepreneurial tendencies and abilities, perceived entrepreneurial self-efficacy and desirability of entrepreneurship to the entrepreneurial intentions. This model was generated according to the framework of the Theory of planned behavior and Model of the entrepreneurial event. Data was collected from a sample of undergraduate students of economics and analyzed with SEM. The results show that the self-assessment of entrepreneurial tendencies and abilities is positively associated with the perceptions of entrepreneurial self-effica cy and desirability of entrepreneurship, which also contributes positively to explanation of entrepreneurial intentions. In addition, it was found that entrepreneurial tendencies and abilities influence entrepreneurial intentions only indirectly, through entrepreneurial self-efficacy and desirability of entrepreneurship. Finally, entrepreneurial tendencies and abilities, entrepreneurial self-efficacy and desirability of entrepreneurship together, explain most of the varia nce of the entrepreneurial intentions. Educational implications of obtained results are being discussed.

The relationship between higher education and profound global economic, social, technological and political transformations underway in recent decades is attracting growing public and professional interest. In this context, governmental bodies, higher education institutions and academics are under pressure to improve the effectiveness and professional development of academic staff. This article explores the need to adapt current human resource management practices in higher education in Croatia as a response. The article presents recent empirical data from higher education institutions in Austria, Croatia and Finland collected in the international project "Modernisation of Higher Education Institutions through Enhancement of Human Resources Management Function". Descriptive indicators of current human resource management practices in higher education institutions reveal substantially different levels of development and use of certain practices to manage the effectiveness and professional development of academics. This article discusses the role of the human resource function at higher education institutions, the possibilities of using specific human resource development activities designed for different job roles held by academics, the importance of a performance management system that suits the academic environment, and the need for a strategic approach to human resource management at higher education institutions.

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