Journal on Efficiency and Responsibility in Education and Science

103-110

Authors: Leonnard

We examine the effect of e-service quality through E-S-QUAL dimensions of efficiency, fulfilment, system availability, and privacy on e-trust, e-satisfaction and loyalty of students from public and private universities in Jakarta, Indonesia. A total of 304 undergraduates was employed as respondents, and the hypotheses were tested using Structural Equation Modelling (SEM). The findings revealed that efficiency and fulfilment significantly affect e-satisfaction, while fulfilment and privacy significantly affect e-trust. Fulfilment has the most substantial effect on e-satisfaction and e-trust that supports prior studies. Moreover, the relationships between e-trust, e-satisfaction, and loyalty are confirmed. Theoretical and managerial implications are presented.

126-134

Authors: Kristýna Krejčová, Hana Chýlová, Pavel Michálek

An educational efficiency of an individual is strongly and bidirectionally connected with his/her self-perception determined by the unique family system and overall sense of social well-being. The role of parents is obvious and both theoretically and empirically well-researched. Nevertheless, academic self-efficacy may be significantly affected also by siblings, whose role is neglected by theory and research. Our research deals with various specifics of siblings’ constellations and their impact on selected dimensions of academic self-efficacy (perception of school success, efficiency, educational dispositions, and ambitions). Our findings proved differences in all observed categories (gender, family order, age-distance) and indicate relative better academic self-efficacy (compared with a sibling) by females and respondents with a brother. Similarly, higher level of academic self-efficacy was detected by older siblings and respondents with a longer age-distance between them and their siblings. Moreover, the research points out the siblings-related specifics of social support perceived from a family. Conclusions are applicable in educational theory as well as in praxis of educational counselling with an intention to support equal opportunities in education and professional development.

66-74

Authors: Václav Švec, Richard Selby

At the Faculty of Economics and Management at the Czech University of Life Sciences Prague (CULS Prague) a wide range of marketing courses are taught, covering many aspects of marketing theory. The curriculum of the majority of marketing courses consists of case studies and project work in teams. The students in their MSc. studies have five marketing subjects in total, and work with different teachers, though the same teaching approach and design (project teaching) is used. In this article, we present the results of a new design for the Marketing Communications course. In this case, students are engaged in designing a real package for a fictitious product, and to enter a virtual market using a wide range of promotional tools. The students then debrief the entire experience as consumers in that virtual market. The course uses a mix of traditional and contemporary teaching techniques in the field of marketing communications. It can be used in traditional or blended learning or adapted for online courses. The innovative course design has been shown to be a key factor to stimulate the students to learn, rather than simply study and repeat their lectures. The learning efficiency compares favourably with the original course design.

84-102

Authors: Olamilekan Gbenga Oyenuga, Sulaimon Olanrewaju Adebiyi, Damilola Omolade Mustapha, Bukola Oluwadamilola Abimbola

As a core process to knowledge management that aids innovation and regeneration of knowledge, knowledge sharing cannot be overemphasized owing to its importance in gaining competitive edge and sustaining competitive advantage. Therefore, this study examines factors influencing knowledge sharing using multi-criteria model. The research design is quantitative and analytical in nature through a survey of experts (Lecturers) with the usage of pairwise comparison questionnaire. Sample was drawn through multi-stage sampling procedure and 102 copies of questionnaires were retrieved and found fit for analysis. Data collected were modelled into clusters in line with ANP technique. The results show that institutional norms were better group of motivator for knowledge sharing while; individual barriers are more disastrous to knowledge sharing. Moreover, reflections of university mission, academic-industrial research and development excellence and quality teaching service delivery are both equally and moderately influenced by determinants of knowledge sharing. Therefore, based on the findings, academic staff are advised to be unbiased to knowledge sharing acts, while, policymakers are encouraged to demand the need for academic staff progress in career, intellectual benefits and financial rewards, and campaign against cultural differences and high job politics, in order to improve the flow of knowledge among academics for global competitiveness.

34-40

Authors: Fejfarová, M. and Fajčíková, A.

The concept of quality in tertiary education is important not only for education providers but also for society as a whole which expects the education to have a high level of quality and wants to maintain its trust in the education system on the national and international level. The objective of this paper is therefore to identify variables that, from the perspective of university students, affect the quality of taught courses, and use the results to formulate recommendations that would improve the quality of teaching at universities. Primary data was obtained through a quantitative survey among students in the Master’s programme at a selected public university involving 450 respondents. The results showed that the overall rating of a course is more strongly influenced by variables related to the course’s outcome, content and concept than the rating of the teacher. The main value lies in the general overview of the variables influencing the perception of the quality of taught courses by students that is beneficial for teachers who are preparing a course and also for higher education institutions developing a methodology for evaluating the quality of teaching and teachers.

51-65

Authors: Petr Eisenmann, Jiří Přibyl, Jarmila Novotná

The paper describes one problem solving strategy – the Use of false assumption. The objective of the paper is to show, in accordance with Phylogenesis and Ontogenesis Theory, that it is worthwhile to reiterate the process of development of the concept of a variable and thus provide to pupils one of the ways helping them to eliminate usual difficulties when solving word problems using linear equations, namely construction of the equations. The paper presents the outcomes of a study conducted on three lower secondary schools in the Czech Republic with 147 14–15-year-old pupils. Pupils from the experimental group were, unlike pupils from the control group, taught the strategy the Use of false assumption before being taught the topic Solving word problems. The tool for the study was a test of four problems that was sat by all the involved pupils three weeks after finishing the topic “Solving word problems” and whose results were evaluated statistically. The experiment confirmed the research hypothesis that the introduction of the strategy the Use of false assumption into 8th grade mathematics lessons (14–15-year-old pupils) helps pupils construct equations more successfully when solving word problems.

1-11

Authors: Irena Stejskalová, Lenka Komárková, Martina Bednářová, Pavel Štrach

The research paper is concerned with a new teaching method consisting of real-life case study that is used in accountancy and its introduction at two universities. The research was carried out at universities that specialise in preparing students to become managers. The main focus of the study is to look at the different ways students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form which is a more prevalent form of the teaching of accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, we were interested to see the students’ reaction. The research was carried out during two consecutive academic years and main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly pointed out that men accept the new way of teaching better than women. Students with previous experience perceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be clarified appropriately.

26-33

Authors: Ladislav Pilar, Pavel Moulis, Jana Pitrová, Petr Bouda, George Gresham, Tereza Balcarová, Stanislav Rojík

The aim of this paper is to examine the communication content of Instagram social network users, on the basis of the hashtags they use relating to gamification and to define communities within the network in the context of education. The results are based on the analysis of Instagram's worldwide social network. Primary data were collected using a script to capture communication on the social network Instagram. The analysis included Instagram photos selected on the basis of hashtag #gamification (17,994 contributions). The results identify that the most commonly associated expressions with hashtags #gamification are hashtags associated with education and business, especially where startup and innovation are concerned. On the basis of an analysis visually isolated communities with average modularity of 0.506 were identified, which relate to the communication of the gamification on the social network Instagram: 1) Education, 2) Entrepreneurship, 3) Gamification in general, 4) Social and 5) Enjoyment. The benefit of analysis for the education area is to identify the university‘s links between Education and Entrepreneurship and the Teacher and Trust between education and enjoyment.