Search

The study has been conducted to examine the growth of the EdTech companies involved in providing education to children during lockdown and evaluate the transition that took place from offline to online education mode during COVID-19. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach was applied for systematic and structured analysis. Furthermore, the study analysed the impact of digital education on students. The results revealed that the various EdTech companies such as BYJUs and UNACADEMY etc. flourished during the pandemic. However, students' engagement and participation were found to be a serious concern in conducting studies in a digital mode. Furthermore, the teachers in many places were not found comfortable using online education apps. Digital literacy training programs can be organised to counter this issue.

The paper considers digital tutoring platforms as commercial products in the shadow education sector. In particular, it focuses on relatively new platforms which purportedly act as tutors themselves: web-based learning software providing "intelligent tutoring systems.' The question is not how effective and beneficial these platforms are for learning success. Following science and technology studies, the focus is on product design and its role as an actor in a network of relations. Autoethnographic interaction with a paradigmatic platform is used to show a variety of inscriptions and translations. The classifications, standardizations and quantitative calculations that emerge here are analyzed as practices for generating data, which in turn stabilize the platform as a specific ontological configuration. The data give the impression of being personal. On closer examination, however, they are the product of manifold relations between different actors in the network.

The past decade has seen the emergence, predominantly in Thailand and mainland China, of a form of educational institution that has had little scholarly attention or generic identification. This paper shows how the ad hoc and opportunistic franchising of elite English private schools, beginning with the hyper-capitalist exportation of the Dulwich College "brand" to Phuket in 1996, led to the emergence of a quasi-market involving the "satellite college". This paper charts the development of this educational experiment and shows how a distinct "second wave" is beginning to appear: The Charities Act of England and Wales 2006 has put pressure on charitable-status elite private schools in England to subsidise places for low-income students. As a result, the satellite college model looks set to appear in a more systematic manner and beyond Asia. This paper discusses this model of hyper-capitalism as it enters a seemingly more problematic and controversial phase of development.

The importance and potential of information and communication technologies (ICTs) to develop economies has been demonstrated through various studies around the globe. For the Pacific, especially Fiji, where development is hampered by dispersed populations, small sizes and vast ocean distances, ICT can help overcome these restrictive circumstances, of digital divide within society, by empowering the poor. An attempt is made to illustrate that, despite various initiatives and strategies designed by the governments in power, poverty in Fiji is still daunting and has in fact increased by almost 33% over the last 10 years. Therefore, it becomes prudent to look at government policies and e-governance initiatives in Fiji and analyze the reasons as to why results are not being achieved at the grass-roots level. Based on findings from a rapid appraisal among various stakeholders, the article highlights that e-governance initiative thus far could not be largely effective due to lack of participatory processes in e-governance and ICT practices. Community perception of e-governance and understanding of the issue are explored and it is argued that public awareness of e-governance is critical for projects to work. Along with this, some critical constraints facing e-governance in Fiji, with an emphasis on the role of community involvement to reduce poverty at the grass-roots level, are discussed. Solutions of citizen-centered e-governance are stressed and a down-to-earth approach to poverty is highlighted. This article asks for paradigm shifts in government's perception to see society as partners of governance and not merely recipients of state policies and service delivery systems. It raises the issue of community involvement in dialogue and decision making at the public policy and practice levels by making government departments reachable to stakeholders by harnessing the potential of ICT, new technologies and media. It also talks about the need to bridge information-data gaps and lapses which lead to inappropriate planning and decision making divorced from sharable scientific statistical data amongst the government departments and planning agencies. It emphasizes shared visions for strategies both at horizontal and vertical levels of planning and management in e-governance. (Contains 18 notes, 3 tables, and 3 figures.)

Educational contracts define the parameters of teacher obligations to students, parents, and other stakeholders freeing teachers to design and implement instruction rather than trying to fulfill roles (counselor, social worker, parent) best filled by other stakeholders. Describes analogous contracts used in the business world and provides examples of prototype contracts for middle school students. (PEN)

Discusses a study to determine relationships between values of business school students, faculty, and business leaders. There were 11 of 36 significant differences between seniors and faculty, 10 between faculty and business leaders, and 19 between seniors and business leaders. (JOW)

The examination of decision-making styles (DMS) is crucial for understanding how individuals approach choices and form preferences. Two influential frameworks in the DMS discourse, proposed by Scott & Bruce, and Rowe, provide insightful lenses for correlating dominant styles with an array of personal characteristics.

Russia’s full-scale invasion of Ukraine has become an existential challenge and a trigger of the migration crisis. The study aims to identify migration intentions of youth and factors for the preservation of the young population in Ukraine (a case study of university youth). The study conducts a sociological survey using a Google Forms questionnaire. The sample was formed by the method of three-stage selection: (1) quotas for the share of undergraduate and graduate students; (2) the higher education institutions in Ukraine were selected by the criterion of the number of students and specialties; and (3) field of knowledge. The sample size is calculated based on the resampling method and included 2,200 people from all regions in Ukraine (except Donetsk, Luhansk, Zaporizhzhia, and Dnipropetrovsk oblasts). The study reveals that 10% of students plan to go abroad in the near future before graduation, 30% plan to stay in Ukraine only if the socio-economic situation improves after the end of the war, and 28.3% plan to migrate after graduation. The reasons for positive migration aspirations among students are socio-economic and security issues (14.9% can find a job abroad in the short term, 11.1% see the lack of further prospects in Ukraine even after the end of the war). Monitoring of youth migration processes across two vectors – current volumes and potential aspirations – can serve as an information and analytical basis for the development of a new vision of the country’s migration security strategy to preserve human resources in Ukraine.

Research Question: The key research question is what the key positive and negative perceptions of students from the Republic of Serbia regarding workplace robots are. Motivation: Academics, practitioners, and decision-makers are more and more interested in the impact of new technological solutions in the field of robotics on organizations and their functioning. Ongoing technological advancements have accelerated the adoption and use of robots in the workplace. As a result, organizations that plan to introduce robots should consider all effects on employees, both positive and negative. Idea: The main idea is to examine and analyse the perceptions and attitudes of students from the Republic of Serbia regarding robots at the workplace. The results of this study regarding students' perceptions and attitudes towards robots in the workplace are crucial for the future of work and job design. Data: Data were collected via online questionnaire consisting of five profile questions and 13 statements organized in two five-point Likert scales. From January to March 2023, the questionnaire was completed by 164 students from the Republic of Serbia. Tools: The collected answers were analysed using the Statistical Package for Social Sciences – SPSS, version 21.0. (Armonk, NY: IBM Corporation). The Cronbach's Alpha coefficient, Kolmogorov-Smirnov test, descriptive statistics, student t-test and one-way ANOVA test was used for data analysis. Findings: Research results showed that most respondents believe that robots can do dangerous jobs that humans cannot, that robots can free humans from routine and monotonous jobs, and that humans will have more time for creative tasks. Robots in the workplace, on the other hand, will have some negative consequences. Many respondents agree that working with robots without people would make them feel lonely; robots would not know how to react in some unexpected circumstances; and they are not as flexible and mobile as humans. Contribution: The findings of this study could make a significant contribution to a better understanding of students’ attitudes towards robots in the workplace and they may help decision makers, employers, leaders, and managers on how to increase workplace acceptance of robots.

When it comes to managing sports areas and facilities, sports managers now have a variety of tasks and functions. The study topic “Sport Management - Perceiving the Phenomenological Space of Sport” aims to obtain perceptions on the phenomenology of sport, from a multidimensional perspective, on the part of students in the third year of the Degree in Sport Management at the Autonomous University of Lisbon, curricular year 2023/2024, with a particular focus on the lines of thought and action within the scope of sports facilities and spaces, taking into account a set of factors: The sports manager; phenomenology; the phenomenological space of sport; and future difficulties. According to the sociodemographic research, pupils differed little in terms of age, gender, household, place of residence, and nationality. A quantitative descriptive methodology was employed. When asked about sports spaces as elements that enhance sport, the results showed that the opinion is widespread among the universe of students under study, and that these should be thought of and designed as elements that generate accessible environments, services, programmes, and technology. to everyone, based on fundamental and universal principles. Furthermore, giving sports managers, designers, and planners of existing and future sports places a fresh perspective and thinking about the future. The goal is to pique interest in the investigation and study of potential themes, as well as to draw attention to issues common to phenomenology, emotional behaviour, and the perception of sporting performance versus the use of sports spaces, as presented by philosophers, psychologists, architects, and managers who are leaders in this field of sports management.

Purpose: Higher education is becoming increasingly critical for a nation’s socioeconomic and technical innovation, and the quality of education these institutions provide directly affects how well a country does. Hence, this study examines factors influencing student satisfaction at Oman’s higher educational institutions (HEIs). Methodology: Following scale development, the bootstrapping approach tested the research hypothesis. A survey was undertaken to gauge student satisfaction at various higher education institutions in Oman. Software for structural equation modeling (SEM PLS) has been used to examine the results to determine the relationships between the variables. Findings: The result of this study revealed that lectures and university resources positively correlated with student satisfaction, while technology showed no significant impact on student satisfaction.

The extensive use of social media in higher education marketing has attracted substantial research interest, which, however, appears fragmented to offer clear pathways. This research, therefore, aims to (1) systematically scrutinise and compile the empirical line of research on social media in higher education marketing and (2) outline a comprehensive and pertinent research agenda to advance this field. This study adopts the SPAR-4-SLR protocol and the TCCM (theories–contexts–characteristics–methods) framework to review 51 articles published in journals ranked B or above in the ABDC JQL. This literature review establishes the use of social media in five key areas of marketing for higher education, namely, student engagement, university branding, enrolment decision-making, relationship management and strategic marketing. The present study paints the most comprehensive picture of social media in higher education marketing by considering the theoretical underpinnings, research settings, variables of interest, and the research methods used in the reviewed literature. This study then develops a research agenda that suggests novel theoretical perspectives, contexts, associations and methodologies. Additionally, the practical and theoretical implications of this review are discussed.

AbstractThis study examined the impact of social media usage on students’ entrepreneurial intentions, making a novel contribution by extending the Theory of Planned Behavior (TPB). Specifically, two additional variables were introduced into the TPB framework: social media and perceived risk. Employing the Generalized Structural Equation Modeling (GSEM) method, interview data were analysed from 362 students in two Vietnamese provinces, Thai Nguyen and Thanh Hoa. Results revealed that attitudes, subjective norms, and perceived behavioral control all positively influenced students’ entrepreneurial intentions. Second, perceived risk acted as a limiting factor on students’ entrepreneurial intentions. Third, social media exerted a positive influence on students’ entrepreneurial intentions through both direct and indirect channels. Notably, the relationship between social media and perceived behavioral control was influenced by students’ levels of experience. Specifically, experience enhanced this relationship most significantly among students with moderate experience, followed by those with high experience. In contrast, students’ low experience did not significantly affect the relationship between social media and perception.

This study draws on the perceptions of students who have completed authentic project-based and work-integrated assessments and explores their perception of authenticity of the assessments in terms of real work projects. In response to industry and government expectations for work-ready graduates three authentic assessments, were developed in collaboration with industry partners, covering different business program subjects. Drawing on the literature, a three-dimensional framework for authentic assessment in workplace learning was developed. These dimensions — realism, producing an authentic product, and workplace-based judgment criteria — formed the basis for thematic analysis of students’ perceptions. A case study approach was used with three authentic assessment cases. Qualitative data was gathered via focus groups and surveys guided by the three-dimensional framework. Findings suggest that factors such as social environments created by engaging with industry, realistic tasks that replicated industry activities, and working in teams contributed to the perception of an authentic projectbased and work-integrated assessment. [ABSTRACT FROM AUTHOR]

To successfully achieve all course outcomes by the semester's end, higher education professors expect students to bear some responsibility for their learning by reading assigned textbook chapters or articles outside of class. However, studies show that students are not reading assigned content independently. In fact, most students feel it is the professor's job to cover all the relevant content in class. Previous research has found that holding students accountable through pop quizzes, scheduled quizzes, or graded reading assignments significantly increases reading compliance. This study investigated if low-stakes, guided reading assignments would motivate business students to read the course material before class. It also assessed students' perceived value of completing the reading assignments. Using an accounting class at Point Loma Nazarene University (N=24) and a management class at Evangel University (N=38), we found that holding students accountable increased reading compliance, even with low point values. This resulted in the professors being able to use class time to expand on key concepts. In addition, we also found a significant increase in students' perceptions of the value of reading before class if the professor did not spend class time regurgitating the assigned reading material. [ABSTRACT FROM AUTHOR]

The university is a key actor in the creation of knowledge that must respond to global transformations by meeting the demands of different interest groups, which has led to its management becoming a complex activity. The aim of this paper is to present the trends in university governance, strategy and management through the review of the Clarivate-Web of Science (WOS) and Scopus databases with the support of Vosviewer software. The results have made it possible to identify three perspectives: a) governance and leadership models, b) student body in university governance, quality of service and student entrepreneurship, and c) technology in higher education. For its part, the United Kingdom stands out as the country with the highest scientific production in this area. Finally, the study allows us to conclude that the changes that university management systems have undergone and the relevance that elements such as ICTs, the relationship with business, peer review processes and student participation have acquired within it, reflecting the most relevant factors of the evolution of governance systems in connection with the new dynamics that will guide us towards an entrepreneurial university.

In this bibliometric study, the close relationship between technology readiness and education is explored, particularly within the realm of social sciences. The main objective is to identify global trends and behaviors associated with these concepts. A qualitative scientometric review methodology was employed, focusing on the Web of Science (WoS) database, with 1366 articles analyzed. The application of various laws revealed the fundamental importance of Technology Readiness and Education for the long-term success of organizations in the digital age. Investing in the development of Technology skills strengthens competitiveness and fosters innovation. However, a minimal representation of educational topics in Social Sciences was observed, accounting for only 0.03% of the total articles. This knowledge gap is crucial to address, as training in technology and education is essential for both professional and scientific success. Having the appropriate competencies in technology and education is imperative to achieve greater productivity and professional success across various domains.

Abstract What skills do supply chain students need to be career ready? The answer: Critical thinking, communication, collaboration, and professionalism. Regrettably, recruiters lament today's graduates too often lack these core [...]

Theoretical background: Trust plays an important role in market relations and is a valuable bridge between the consumer and the producer. Given the importance of food, trust in its safety certainly plays a key role. There are many determinants affecting food safety trust. Due to its growing role in society, Generation Z (Gen Z) and its views on the subject should be taken into account. All the more so because this generation is skeptical, cautious, and sensitive in economic, environmental, cognitive, and social terms. Purpose of the article: The objective of the study is to identify the determinants of trust in food safety among Polish students representing Gen Z consumers. A subsidiary objective is to identify whether trust in food safety is influenced by their socio-demographic and cognitive characteristics. Research methods: A face-to-face survey method was used and 374 respondents were participating in the study. The influence of twelve determinants on trust in food safety was assessed. Cronbach’s alpha statistics were used to assess the questionnaire scale’s reliability. The KMO index (Kaiser–Meyer–Olkin) and Bartlett’s test of sphericity were applied to know the appropriateness of performing factor analysis. To simplify and reduce the number of sources of confidence in food safety identified in the study, a factor analysis was conducted using the principal components method and Varimax rotation with Kaiser normalization. To find the relationship between sociodemographic variables and the studied variables multiple regression was applied. Statistical analyses were performed using IBM SPSS Statistics 29. Main findings: The reliability of the questionnaire used in the study has been confirmed. We distinguished three groups of determinants influencing food safety trust, and these are: “Place of food production and sale”, “The way of food production and supervision”, and “External socio-economic environment”. This type of classification can be considered our original contribution to the study, as well as the fact that among the individual determinants analyzed, we identified those with the highest importance in building food safety trust. These are the country of origin, the requirements of the country’s legal and market system as well as the activities of consumer and producer organizations. It was shown that socio-demographic and cognitive characteristics play a role in perceptions of product safety and in inducing trust in food safety.

Purpose: The article aims to assess the knowledge and interest in the offer of technology parks by students of faculties offering theoretical and practical knowledge about starting and running a business. Design/methodology/approach: A questionnaire plus the Pearson correlation coefficient and the T-Czuprow dependence coefficient were used to examine the relationship between the study variables. Findings: Students are well acquainted with the offer of technology parks, while not sufficiently aware that these entities can provide them with support at the stage of setting up or developing their business activity. Practical implications: Intensifying activities promoting the activities of the surveyed institutions at universities could activate entrepreneurial thinking and the involvement of academic youth. Originality/value: The article highlights the important role of technology parks in supporting young entrepreneurs, which makes it a valuable source of information for those interested in starting their own businesses. [ABSTRACT FROM AUTHOR]

Project management (PM) career choice is important as millions of new projects will need skilled and motivated project managers. Therefore, the younger generation must be motivated to acquire the necessary skills to deal with project complexities and dynamics. In previous research, the factors that impact students' perceptions of their learning experiences and their readiness to PM work has been investigated without examining the factors that impact the choice of a PM career. In this study our aim is to describe the intentions and motivations of business school students to pursue a PM career. Our results demonstrate that motivations such as self-development, professional growth, status and power, and technical and human skills are significantly influential in PM career choices. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the research was to identify a feasible way to support the ethical use of AI in universities based on identifying how the AI software application ChatGPT is used in education at higher education institutions and with students in different majors. Study design/methodology/approach: The research methodology consisted of the following stages: (1) a survey based on a questionnaire designed considering the Technology Acceptance Model (TAM) framework to collect students’ opinions on the use of AI ChatGPT; (2) The results of the survey were used to design the materials of the AI Transmedia Campaign, but also to identify the best distribution channels of them; (3) After implementing the AI Transmedia Campaign, a feedback survey was developed, ascertaining the effectiveness of the approach to create an ethical behaviour towards the AI software application in general, and on AI ChatGPT, in particular. Findings: Research shows a gap in regulating the ethical use of AI applications in higher education. Thus, the AI Transmedia Campaign has been well received and appreciated by all categories of students. Originality/value: The research is international and was carried out in higher education institutions in Romania, Greece, and Slovenia (the size of the research sample, 2942, proves the scope of the study). The research results have demonstrated and characterised the students’ behaviour (the cognitive response and the intention to use) towards the use of AI ChatGPT and the utility of the AI Transmedia Campaign realised in the context of the implementation of the RespectNET project (2021-1-IT02-KA220-HED-000027578, https://respectnet.eu/).

Background: Globally professional accounting bodies expect of higher education institutions to develop integrated thinking skills in prospective chartered accountants. There are, however, many barriers in the way of both lecturers and students to achieve the development of integrated thinking skills. Aim: This article sought to identify the most significant barriers lecturers and students face when developing integrated thinking skills in prospective chartered accountants during higher education. Setting: Interviews were conducted and an online questionnaire ministered. Method: The mixed-method approach and a pragmatist paradigm are utilised. Both questionnaires and interviews were used to collect primary data. A triangulation between the quantitative data, qualitative data, and literature had been performed. Results: The three most significant barriers that lecturers face in developing integrated thinking skills are the volume of technical content, lack of expertise, and large classroom sizes. The three most significant barriers that students face in developing integrated thinking skills are students being overburdened with the technical content of the syllabus, not having been exposed to integrated thinking prior to higher education, and having to study in a second language. Conclusion: The most significant barriers for both lecturers and students in the development of integrated thinking skills during the higher education of prospective chartered accountants are identified in this study. Contribution: While much has been published on the barriers to developing integrated thinking skills, a limited amount of literature addresses the specific barriers that exist in the accounting education field.

This study aims to contribute to the knowledge about the impact of online education, induced by the Covid-19 pandemic, on the motivation of business and economics students. A survey was conducted with students from three higher education institutions located in Portugal, during the first semester of 2021, and 221 valid answers were obtained. The main contributions are as follows: online learning in the wake of the Covid-19 pandemic decreased students’ motivation, which is contrary to studies on online learning conducted before the pandemic; an association was found between decreased motivation and sharing housing with pets and many people, for which there was no empirical evidence yet; two main determinants of the learning experience that influence students’ motivation were identified, namely decreased learning and increased difficulty of the assessment process.

The study aims to establish the moderation of transformational leadership in the relationship between technostress and academic performance of university students during the COVID-19 pandemic. This study was of a quantitative nature with the support of the deductive method and of an explanatory correlational type. Technostress was measured with an instrument adapted from the RED-Technostress scale; transformational leadership was measured with an instrument adapted from the short version of the Multifactor Leadership Questionnaire 5X model; and academic performance was measured with a scale developed by the authors. A non-probabilistic convenience sampling was used, and the constructs were evaluated using SEM and SPSS AMOS software. In total, 245 questionnaires were administered. The results show a negative and significant relationship between transformational leadership and technostress (–0.338; p < 0.00), a positive and significant relationship between transformational leadership and academic performance (0.472; p < 0.00), a negative and significant direct relationship between technostress and academic performance (–0.553; p < 0.00), and moderation of transformational leadership of the relationship between technostress and academic performance (–0.159; p < 0.00). Thus, teacher leadership moderates the relationship between technostress and students’ academic performance, i.e., a high level of transformational leadership practices of teachers allows a lower impact of technostress and its manifestations on the students’ academic performance. Likewise, technostress manifested by students was relatively low, lower than the levels expected and evidenced in other studies carried out in the business environment, possibly explained by their age and their being in a context of continuous learning. AcknowledgmentThe authors thank the Universidad Surcolombiana for their support in the development of this study.

The purpose of this research is to examine how Machiavellianism and the desire for money can influence entrepreneurial intentions. It could be assumed that the desire for money and Machiavellian tendencies can develop the desire for success in people and eventually entrepreneurial intention.