Pub Date : 2022-09-30DOI: 10.7160/eriesj.2022.150301
J. Firmansyah, A. Suhandi, A. Setiawan, A. Permanasari
This study evaluated the success or failure of using Virtual Workspace (VW) in a project-based physics laboratory. This study uses a qualitative approach with 4E evaluation methods: educational effectiveness, ease of use, involvement, and environment. Data were collected through a questionnaire to evaluate the implementation and practical functions of the VW CCCW. In addition, data were also collected using interview techniques to find out how the perceptions of students and instructors or lecturers during project-based physics practicums apply VW CCCW. The sample of this study consisted of 126 respondents consisting of 104 prospective physics teacher students, 12 lecturers of basic physics courses, and ten laboratory instructors representing public and private teacher education universities in Aceh. The evaluation findings show that VW has been successfully implemented and tested. The use of virtual workspaces as a tool in practical work is very effective in training 4C skills. Therefore, as an implication in the 4.0 revolution era, virtual workspaces in practicum can be a new way to work collaboratively with task management, creative action plans, communication and problem solving, critical thinking and completing projects, and practicum performance evaluation and assessment.
{"title":"Evaluation of Virtual Workspace Laboratory: Cloud Communication and Collaborative Work on Project-Based Laboratory","authors":"J. Firmansyah, A. Suhandi, A. Setiawan, A. Permanasari","doi":"10.7160/eriesj.2022.150301","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150301","url":null,"abstract":"This study evaluated the success or failure of using Virtual Workspace (VW) in a project-based physics laboratory. This study uses a qualitative approach with 4E evaluation methods: educational effectiveness, ease of use, involvement, and environment. Data were collected through a questionnaire to evaluate the implementation and practical functions of the VW CCCW. In addition, data were also collected using interview techniques to find out how the perceptions of students and instructors or lecturers during project-based physics practicums apply VW CCCW. The sample of this study consisted of 126 respondents consisting of 104 prospective physics teacher students, 12 lecturers of basic physics courses, and ten laboratory instructors representing public and private teacher education universities in Aceh. The evaluation findings show that VW has been successfully implemented and tested. The use of virtual workspaces as a tool in practical work is very effective in training 4C skills. Therefore, as an implication in the 4.0 revolution era, virtual workspaces in practicum can be a new way to work collaboratively with task management, creative action plans, communication and problem solving, critical thinking and completing projects, and practicum performance evaluation and assessment.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"151 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87403320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.7160/eriesj.2022.150206
Martina Kurowski, M. Černý, František Trapl
This article presents a review of research studies related to the theme of barriers to inclusive education in primary schools. The basic data set for our study consisted of 27 expert articles selected from the Web of Science and Scopus databases according to clearly defined criteria. The result of the analysis provided findings that appear across all the texts. The research questions of this review study are what the barriers to inclusion in primary schools are, what we know about them, and whether there are ways to reduce them. We focused in more detail on the themes of discrepancies between legislation and practice, teaching barriers in the classroom, transdisciplinarity and inter-professionalism, and methodological specifics. In the analysis and discussion, we delineate the essential points of the individual articles by searching for similarities and differences among the texts.
本文综述了与小学全纳教育障碍这一主题相关的研究。我们研究的基本数据集包括27篇根据明确定义的标准从Web of Science和Scopus数据库中选择的专家文章。分析的结果提供了在所有文本中出现的发现。本综述研究的研究问题是小学包容性的障碍是什么，我们对这些障碍有什么了解，以及是否有办法减少这些障碍。我们更详细地关注了立法与实践之间的差异、课堂教学障碍、跨学科性和跨专业性以及方法细节等主题。在分析和讨论中，我们通过寻找文本之间的异同，勾勒出单篇文章的要点。
{"title":"A Review Study of Research Articles on the Barriers to Inclusive Education in Primary Schools","authors":"Martina Kurowski, M. Černý, František Trapl","doi":"10.7160/eriesj.2022.150206","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150206","url":null,"abstract":"This article presents a review of research studies related to the theme of barriers to inclusive education in primary schools. The basic data set for our study consisted of 27 expert articles selected from the Web of Science and Scopus databases according to clearly defined criteria. The result of the analysis provided findings that appear across all the texts. The research questions of this review study are what the barriers to inclusion in primary schools are, what we know about them, and whether there are ways to reduce them. We focused in more detail on the themes of discrepancies between legislation and practice, teaching barriers in the classroom, transdisciplinarity and inter-professionalism, and methodological specifics. In the analysis and discussion, we delineate the essential points of the individual articles by searching for similarities and differences among the texts.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"30 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79796329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.7160/eriesj.2022.150205
David Pérez-Jorge, Andrea Delgado-Castro, M. González-Afonso, Eva Ariño-Mateo
The present work aims to explore the knowledge that the students of the Master’s Degree in Teaching at the University of La Laguna have about the functions of educational guidance and their role as teachers and tutors. To this end, this paper presents a review of the role of educational guidance in a Secondary Education center and the role of the tutor. Teachers’ perception of the educational guidance and tutorial function, its importance and difficulties, and the evolution of initial training until reaching the current Master's degree is also presented. In addition, a mixed methodology is used, focused on a documentary analysis of the Title Verification and the teaching guides, a focus group interview, and a questionnaire on the self-perception of students of the competences in tutoring and educational guidance. The results show that students consider that the Master’s program does not include sufficient training with respect to their tutoring and mentoring functions. Finally, the conclusion is reached that the students do not consider themselves prepared to exercise the tutorial function and proposals are suggested to improve this training.
{"title":"Perception of the students of the Master in Teacher Training of the University of La Laguna on training in competences for educational guidance and the tutorial function","authors":"David Pérez-Jorge, Andrea Delgado-Castro, M. González-Afonso, Eva Ariño-Mateo","doi":"10.7160/eriesj.2022.150205","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150205","url":null,"abstract":"The present work aims to explore the knowledge that the students of the Master’s Degree in Teaching at the University of La Laguna have about the functions of educational guidance and their role as teachers and tutors. To this end, this paper presents a review of the role of educational guidance in a Secondary Education center and the role of the tutor. Teachers’ perception of the educational guidance and tutorial function, its importance and difficulties, and the evolution of initial training until reaching the current Master's degree is also presented. In addition, a mixed methodology is used, focused on a documentary analysis of the Title Verification and the teaching guides, a focus group interview, and a questionnaire on the self-perception of students of the competences in tutoring and educational guidance. The results show that students consider that the Master’s program does not include sufficient training with respect to their tutoring and mentoring functions. Finally, the conclusion is reached that the students do not consider themselves prepared to exercise the tutorial function and proposals are suggested to improve this training.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"43 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84004577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.7160/eriesj.2022.150203
Nouwar Al-Hamad, Husni Salem, F. Al-Omari
The aim of this study was to discern the students' perception of social media networks integration into the educational process. The study was conducted in seven universities in the Northern region of Jordan. To achieve this goal, authors used the descriptive survey approach. A stratified random sample of 762 students from both genders and different disciplines were targeted. For data collection purposes, a survey tool was designed, which consisted of one polar question, one open question and a questionnaire consisting of fifteen 5-point Likert scale paragraphs. Results indicated that 82.41% of respondents showed constructive attitudes toward the integration of social media to the educational process and indicated their top preferred social media applications. Furthermore, the findings revealed that there was a significant relationship between use behaviour and behavioural intentions, as well as a significant relationship between use behaviour and facilitating conditions. Finally, the results showed no significant statistical difference at α = 0.05 between the respondents’ statistical means pertaining to students' gender or field of study.
{"title":"Students’ Perception of Employing Social Media in the Educational Process in the Light of Education 4.0 Requirements","authors":"Nouwar Al-Hamad, Husni Salem, F. Al-Omari","doi":"10.7160/eriesj.2022.150203","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150203","url":null,"abstract":"The aim of this study was to discern the students' perception of social media networks integration into the educational process. The study was conducted in seven universities in the Northern region of Jordan. To achieve this goal, authors used the descriptive survey approach. A stratified random sample of 762 students from both genders and different disciplines were targeted. For data collection purposes, a survey tool was designed, which consisted of one polar question, one open question and a questionnaire consisting of fifteen 5-point Likert scale paragraphs. Results indicated that 82.41% of respondents showed constructive attitudes toward the integration of social media to the educational process and indicated their top preferred social media applications. Furthermore, the findings revealed that there was a significant relationship between use behaviour and behavioural intentions, as well as a significant relationship between use behaviour and facilitating conditions. Finally, the results showed no significant statistical difference at α = 0.05 between the respondents’ statistical means pertaining to students' gender or field of study.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"75 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86315616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.7160/eriesj.2022.150204
E. Milková, Martin Kaliba, Petra Ambrožová
The main purpose of the presented study is to explore the existing risk of Internet addiction for undergraduate students of Czech universities. The research was conducted as quantitative research; a CIAS-R questionnaire was applied. The data were collected in the years just before the Covid-19 pandemic (between October 2019 and March 2020). 3,366 respondents (2,151 females and 1,215 males) participated in our questionnaire survey. The average CIAS-R score achieved by our respondents was 44 points. It equals 6% of addicted college students (when applying the cut-off point of 63/64), and 3% of addicted students (when applying the cut-off point of 67/68). A significantly higher risk was revealed in males and in full-time students compared to females, and part-time students, respectively. The type of faculty studied was proved to be a significant intervening variable. Applying the 63/64 cut-off point, we revealed 5.6% of addicted students among the students of faculties of education, which is alarming (even if we consider the fact that applying the 67/68 cut-off point, we revealed 2.7% of addicted students.). These students represented almost 50% of our respondents, and they, as future teachers, will play an important role in the prevention of risky behavior.
{"title":"Internet Addiction in University Students – Czech study","authors":"E. Milková, Martin Kaliba, Petra Ambrožová","doi":"10.7160/eriesj.2022.150204","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150204","url":null,"abstract":"The main purpose of the presented study is to explore the existing risk of Internet addiction for undergraduate students of Czech universities. The research was conducted as quantitative research; a CIAS-R questionnaire was applied. The data were collected in the years just before the Covid-19 pandemic (between October 2019 and March 2020). 3,366 respondents (2,151 females and 1,215 males) participated in our questionnaire survey. The average CIAS-R score achieved by our respondents was 44 points. It equals 6% of addicted college students (when applying the cut-off point of 63/64), and 3% of addicted students (when applying the cut-off point of 67/68). A significantly higher risk was revealed in males and in full-time students compared to females, and part-time students, respectively. The type of faculty studied was proved to be a significant intervening variable. Applying the 63/64 cut-off point, we revealed 5.6% of addicted students among the students of faculties of education, which is alarming (even if we consider the fact that applying the 67/68 cut-off point, we revealed 2.7% of addicted students.). These students represented almost 50% of our respondents, and they, as future teachers, will play an important role in the prevention of risky behavior.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"41 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79152711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.7160/eriesj.2022.150202
B. Senler
The aim of this study is twofold: first, to determine gender-related differences in students' perceptions of a constructivist learning environment, their motivational beliefs, and self-regulation of effort in a science lesson; secondly, to explore the relationship between these concepts. The correlational research was employed in this study. The sample consists of 489 students from five public middle schools in a small city in Turkey. The Constructivist Learning Environment Survey was utilized to assess students’ perceptions of their classroom learning environment in constructivist-oriented ways. The Students’ Adaptive Learning Engagement in Science survey was used to assess students’ motivation and self-regulation of effort in their science learning. The relationships between students’ perceptions of a constructivist learning environment and their motivational beliefs and self-regulation of effort were examined using canonical correlation analysis. According to the canonical analysis, middle school students’ perceptions of a constructivist learning environment are significantly related to their motivational beliefs and self-regulation of effort. Implications of these findings were discussed.
{"title":"Relationship Between Student Perceptions of a Constructivist Learning Environment, and their Motivational Beliefs and Self-Regulation of Effort","authors":"B. Senler","doi":"10.7160/eriesj.2022.150202","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150202","url":null,"abstract":"The aim of this study is twofold: first, to determine gender-related differences in students' perceptions of a constructivist learning environment, their motivational beliefs, and self-regulation of effort in a science lesson; secondly, to explore the relationship between these concepts. The correlational research was employed in this study. The sample consists of 489 students from five public middle schools in a small city in Turkey. The Constructivist Learning Environment Survey was utilized to assess students’ perceptions of their classroom learning environment in constructivist-oriented ways. The Students’ Adaptive Learning Engagement in Science survey was used to assess students’ motivation and self-regulation of effort in their science learning. The relationships between students’ perceptions of a constructivist learning environment and their motivational beliefs and self-regulation of effort were examined using canonical correlation analysis. According to the canonical analysis, middle school students’ perceptions of a constructivist learning environment are significantly related to their motivational beliefs and self-regulation of effort. Implications of these findings were discussed.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72982113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.7160/eriesj.2022.150201
Lucie Depoo
Human resource development at universities is one of the crucial aspects that forms an innovative and growing society. Therefore, it is crucial to continuously manage and develop factors of quality evaluation process in all universities to develop also human resources for labor market. Therefore, the aim of this paper is to identify factors of education quality which impact students´ interest in attending lessons and courses. Data were collected by students’ questionnaire at case business university. Two dimensional statistical methods were used to evaluate the results. Totally, 1,607 students were questioned. The outputs show link towards students’ interest in lessons and courses based on the quality of human resource development. There were four factors determining quality of human development found: practically oriented lessons; open and discussing teachers; subject extent and difficulty; and newcomers. The limitations of this study may be seen in the collection of data based on self-reports of students only and may therefore be subject to common-method bias. To minimize this limitation, the survey was assuring students that there was no right or wrong answer and their contribution towards higher quality was highly appreciated.
高校人力资源开发是构建创新型、成长型社会的重要方面之一。因此，持续管理和开发各高校的质量评价过程因素，为劳动力市场开发人力资源至关重要。因此，本文的目的是确定影响学生上课和课程兴趣的教育质量因素。数据采用case business university学生问卷收集。采用二维统计方法对结果进行评价。共有1607名学生接受了调查。产出显示与学生对基于人力资源发展质量的课程和课程的兴趣有关。决定人类发展质量的因素有四个:面向实践的课程;开放和讨论教师;学科范围和难度;和新来的人。本研究的局限性可能在于仅根据学生的自我报告收集数据，因此可能受到共同方法偏差的影响。为了尽量减少这种限制，调查向学生保证没有正确或错误的答案，并高度赞赏他们对更高质量的贡献。
{"title":"Factors of Quality Assessment in Higher Education and Its Impact on Business Students’ Development and Interest in University Education","authors":"Lucie Depoo","doi":"10.7160/eriesj.2022.150201","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150201","url":null,"abstract":"Human resource development at universities is one of the crucial aspects that forms an innovative and growing society. Therefore, it is crucial to continuously manage and develop factors of quality evaluation process in all universities to develop also human resources for labor market. Therefore, the aim of this paper is to identify factors of education quality which impact students´ interest in attending lessons and courses. Data were collected by students’ questionnaire at case business university. Two dimensional statistical methods were used to evaluate the results. Totally, 1,607 students were questioned. The outputs show link towards students’ interest in lessons and courses based on the quality of human resource development. There were four factors determining quality of human development found: practically oriented lessons; open and discussing teachers; subject extent and difficulty; and newcomers. The limitations of this study may be seen in the collection of data based on self-reports of students only and may therefore be subject to common-method bias. To minimize this limitation, the survey was assuring students that there was no right or wrong answer and their contribution towards higher quality was highly appreciated.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"24 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90428830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.7160/eriesj.2022.150103
Ambuj Sharma, Reena Malik, H. Nagy
In India, changes in legislation and policy have increased the number of students with disabilities enrolled in higher education. The purpose of this study was to investigate university teachers’ perceptions towards inclusion of students with disability public and private universities in India. The study examined how age, gender, educational levels, years of teaching experience, and frequency of interaction with a person with a disability influence instructors’ views about people with disabilities and their inclusion at public and private academic institutions. Data was collected through a digital questionnaire from private and public universities in Pune, India. The population of the study comprised of full time University teachers’ (under-graduate, post-graduate and doctoral courses) in Pune. The survey was completed by 309 university teachers. Descriptive statistics, independent sample t-test and ANOVA were used to examine the data. The researchers found no statistically significant relationships between teachers’ perceptions of inclusion in regards to degree level, gender and years of experience. The study did, however, discover a statistically significant relationship between teachers’ perceptions of inclusion and their interaction with students with disabilities. Academic and social outcomes of students with disabilities are significantly enhanced when inclusive approaches are used. Goals for future research are discussed.
{"title":"Exploring the Teachers’ Perception towards Educational Inclusion: A Study of Teachers’ in Pune, India","authors":"Ambuj Sharma, Reena Malik, H. Nagy","doi":"10.7160/eriesj.2022.150103","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150103","url":null,"abstract":"In India, changes in legislation and policy have increased the number of students with disabilities enrolled in higher education. The purpose of this study was to investigate university teachers’ perceptions towards inclusion of students with disability public and private universities in India. The study examined how age, gender, educational levels, years of teaching experience, and frequency of interaction with a person with a disability influence instructors’ views about people with disabilities and their inclusion at public and private academic institutions. Data was collected through a digital questionnaire from private and public universities in Pune, India. The population of the study comprised of full time University teachers’ (under-graduate, post-graduate and doctoral courses) in Pune. The survey was completed by 309 university teachers. Descriptive statistics, independent sample t-test and ANOVA were used to examine the data. The researchers found no statistically significant relationships between teachers’ perceptions of inclusion in regards to degree level, gender and years of experience. The study did, however, discover a statistically significant relationship between teachers’ perceptions of inclusion and their interaction with students with disabilities. Academic and social outcomes of students with disabilities are significantly enhanced when inclusive approaches are used. Goals for future research are discussed.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"9 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72893162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.7160/eriesj.2022.150106
Kateřina Berková, L. Holečková
The aim of the study is to verify employers and university students’ perception of the importance of professional and soft competencies that is placed on the position of financial accountant in the Czech Republic. The study is based on the international knowledge oriented to the difference between university students and employers in perception of the importance of professional and soft competencies. The research is focused on Czech companies from two regions and students of Accounting and Finance attending universities from two different regions. The research was conducted with the help of advertisement analysis and a questionnaire survey in the first quarter of 2020. In the advertisements, mainly the information literacy and usage of English language in accounting appeared. The perception of employers is not in accordance with the importance of competencies perceived by students who would like to work in the accounting profession. Responsibility, reliability, accuracy, and independence are important for students. Differences in the perception of competencies importance were not found. This study contributes to the identification of the competency’s importance regarding employers and students. It will be necessary to innovate teaching methods with the emphasis on the effective readiness of graduates for the accounting profession.
{"title":"Attitudes of Employers and University Students to the Requirements for Accountants in the Czech Republic","authors":"Kateřina Berková, L. Holečková","doi":"10.7160/eriesj.2022.150106","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150106","url":null,"abstract":"The aim of the study is to verify employers and university students’ perception of the importance of professional and soft competencies that is placed on the position of financial accountant in the Czech Republic. The study is based on the international knowledge oriented to the difference between university students and employers in perception of the importance of professional and soft competencies. The research is focused on Czech companies from two regions and students of Accounting and Finance attending universities from two different regions. The research was conducted with the help of advertisement analysis and a questionnaire survey in the first quarter of 2020. In the advertisements, mainly the information literacy and usage of English language in accounting appeared. The perception of employers is not in accordance with the importance of competencies perceived by students who would like to work in the accounting profession. Responsibility, reliability, accuracy, and independence are important for students. Differences in the perception of competencies importance were not found. This study contributes to the identification of the competency’s importance regarding employers and students. It will be necessary to innovate teaching methods with the emphasis on the effective readiness of graduates for the accounting profession.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"69 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88506854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.7160/eriesj.2022.150102
Jana Dannhoferová, T. Foltýnek, D. Dlabolova, Teddi Fishman
Dysfunctional educational system has been identified as one of the causes of academic dishonesty in Eastern Europe. This case study combines quantitative self-reported data and qualitative data from students and teachers with hard data from the disciplinary committee, collected at one Czech university. We analyse cases and types of breaches, identify characteristics of students that incline them toward cheating and investigate some of the reasons why. Our research confirms that the inconsistent approach of teachers is a contributing factor to students’ propensity to violate academic integrity rules and identifies reasons for such behaviour. Teachers play a key role in prevention, it is their duty to report cases of suspected misconduct, but they need tools to improve the culture of academic integrity. The contribution of this paper is to provide an inspiration for policy makers how to tackle the inconsistency of teachers’ approaches to student misconduct.
{"title":"Cutting the vicious circle: Addressing the inconsistency in teachers’ approaches to academic integrity breaches","authors":"Jana Dannhoferová, T. Foltýnek, D. Dlabolova, Teddi Fishman","doi":"10.7160/eriesj.2022.150102","DOIUrl":"https://doi.org/10.7160/eriesj.2022.150102","url":null,"abstract":"Dysfunctional educational system has been identified as one of the causes of academic dishonesty in Eastern Europe. This case study combines quantitative self-reported data and qualitative data from students and teachers with hard data from the disciplinary committee, collected at one Czech university. We analyse cases and types of breaches, identify characteristics of students that incline them toward cheating and investigate some of the reasons why. Our research confirms that the inconsistent approach of teachers is a contributing factor to students’ propensity to violate academic integrity rules and identifies reasons for such behaviour. Teachers play a key role in prevention, it is their duty to report cases of suspected misconduct, but they need tools to improve the culture of academic integrity. The contribution of this paper is to provide an inspiration for policy makers how to tackle the inconsistency of teachers’ approaches to student misconduct.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"54 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84990574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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