Abstract:

Every company operating in the current dynamic environment should concentrate on increasing the safety and security of its activities and processes. The reason is not only its primary effort to achieve positive economic results but especially responsibility which the management bears in connection with all interested parties. The level of provision of risk management in organizations in processes in projects and in innovation and implementation of the changes is different. The reason is the usual practices, experience, but especially the skills of managers in the area of risk management.

The top management should support the principles of risk based thinking as part of the process approach. The risk based thinking implements the proactive improvement culture, builds a strong knowledge basis, ensures sustainability of the product quality and quality of services and increases the confidence of the customers. Thinking based on the risks is a great benefit for the companies because it emphasises the fact that all decisions of the managers, company top management and processes have to be realised in compliance with the risk management. The risk prevention should ensure an on-time fulfilment of the tasks, preventing the development of conflicts at the workplace, reducing damages of health and property, maintaining and acquiring new customers, it should also ensure continuity of activities, preventing idle times, etc. Risk management education at universities varies by focus, specialization, scope, etc.

The aim of the paper is to provide an overview of the forms and content of the risk management education in selected countries and universities in the global learning environment based on the results of empirical research and comparison. The requirements of practice in a global competitive environment are changing, and the content and forms of education of risk and crisis managers, whether in the areas of critical infrastructure, emergency services, security of persons and property, public administration or critical infrastructure, are also adapted.

The results of specific experience, surveys and expert studies confirm that a manager's failure may be caused not only by professional incompetence, but also by the fact that the manager is not ready to manage this change, especially in stress and in crisis situations. It is this fact that confirms the need for training and education of managers to manage risks and crisis situations.

In accordance with the stated objective, the methodology of the paper was chosen. Exploratory and observational methods were used to obtain the data and empirical research and scientific methods focused on analysis and synthesis of data from statistical surveys as well as comparative analysis of education in risk management in Slovakia and selected countries at universities are used in the paper.

Keywords:

education, skills, university, risk management