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Understanding the declared knowledge and readiness to apply Corporate Social Responsibility of Polish and Spanish business students

100%
Syper-Jędrzejak M., Ulrych W., Oltra V.
e-mentor
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2022
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vol. 94
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issue 2
8-18
EN
The purpose of this paper is to compare two groups of business students from Poland and Spain regarding their declared knowledge and readiness to apply the principles of corporate social responsibility (CSR). The research was conducted in 2018 among students of two selected universities: the Faculty of Management at the University of Lodz in Poland (UL) and the Faculty of Economics at the University of Valencia (UV). A literature review was performed to compare the CSR education programs at both faculties and to investigate students’ opinions about CSR. The Chi2 independence test was used to find any statistical differences between the two researched groups. In total, 607 students took part in the study. The findings revealed that UV students declare themselves to be better prepared than UL students to make sufficient CSR-based employment decisions. It was also found that UV students more frequently declared a readiness to take CSR measures such as encouraging the company's management to take an interest in CSR, or to personally promote CSR activities in the company. UV students also declared a willingness to work in a company guided by CSR values and activities even for lower remuneration. The findings may be affected by social as well as economic contextual factors and they make it possible to formulate concrete recommendations on how to improve students' awareness of CSR ideas.
2
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The Role of Theory of Planned Behavior on Entrepreneurial Intention of Greek Business Students

86%
Tsordia C., Papadimitriou D.
International Journal of Synergy and Research
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2015
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vol. 4
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issue 1
EN
Purpose – The main purpose of this study is twofold: (1) to measure and compare the entrepreneurial intention of business students attending the first and the fourth year of Business studies in a Greek university in order to determine the impact of curriculum and (2) to explore the role of the Theory of Planned Behavior (TPB) in explaining students’ entrepreneurial intention.Design/methodology/approach – A questionnaire was distributed to a sample of 186 students attending the 1st (108) and the 4th (78) year of studies at Business Management. Besides descriptive statistics, T-test, correlations, and multiple linear regressions were estimated to test hypotheses.Findings – The three components of the Theory of Planned Behavior seem to play a differentiated role in the formation of the entrepreneurship intentions of business student, with subjective norms proved to be insignificant in the process of intention formation. Furthermore, the role of entrepreneurial curriculum and content was insignificant in influencing the rather weak intentions of business students to pursue a self-employed career. Fourth year students after attending a number of business, related courses were found to report on average less strong entrepreneurship intentions compared to the first year students. Originality/value – This study represents a first systematic quantitative effort to measure and compare the entrepreneurship intentions of the first and fourth year students of a Greek university and explore the effect of the components of TPB.
3

Can Education for Sustainable Development Address Challenges in the Arab Region? Examining Business Students’ attitudes and Competences on Education for Sustainable Development: A Case Study

86%
Kanbar N.
Discourse and Communication for Sustainable Education
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2012
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vol. 3
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issue 1
41-62
EN
The population growth together with the unsustainable consumption pattern is putting increasing stress on the planet’s natural resources. The increasing realisation that humans are harming the environment is taking the form of a global movement intended to change behaviour towards sustainability, now recognised as a framework that links humans to nature. Continuous exploitation of natural systems in the Arab region leads to environmental damages that negatively affect human well-being. This article presents a case study from the Reorient University Curricula to Address Sustainability (RUCAS) Tempus project funded by the European Commission. It highlights the results of an empirical study in the Faculty of Business Administration and Economics (FBAE) at Notre Dame University -Louaize (NDU) in Lebanon. The main objective is to assess the need for education for sustainable development (ESD) through an examination of students’ attitudes and competences with the aim of reorienting university curricula to address sustainability. A framework based on the pillars of learning set by UNESCO was developed to measure ESD attitudes and competences. The main findings reveal the need to reorient university courses to address sustainability issues. Attitudes questions suggest that relatively high numbers of students are not aware of their responsibilities for environmental problems, which imply the necessity for a revised curriculum where courses are restructured to inform students of their responsibility for their environment and the quality of life. The results show that the disciplinary competences are significantly lower than the five pillars of learning (general competences) which indicate that the FBAE needs to reorient its curricula to infuse ESD into its programmes through the development of effective pedagogical approaches, teaching methodologies as well as learning materials.
4
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Business students competences self evaluation in the contents of labor market requirements

86%
Sitko-Lutek A., Jakubiak M.
Organizacja i Zarządzanie : kwartalnik naukowy
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2011
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vol. nr 1
91-103
EN
The issue of the paper is business students competences self evaluation seen in two aspects - their meaning in the future job and level gained during studies. The empirical material was gathered on the basis of research conducted in the years 2009-2010 by the method of diagnostic survey. The respondents were 5th year students of 3 higher education public institutions: The John Paul II Catholic University of Lublin, Maria Curie-Sklodowska University and Technical University of Lublin. The analysis of the study results revealed that in case of all the examined competences the students assessed significantly higher their role in their future professional career, compared to the level reached by them at university. In case of the four groups of competences distinguished for the purpose of our study the ranking of their significance at work corresponded, in students' opinion, with the ranking of the level concerning the competences acquired by them. It can be thus concluded that students will concentrate on learning whatever they find purposeful and on acquiring competences which are in their opinion significant for their future professional career.
PL
Problematyka artykułu dotyczy samooceny kompetencji studentów kierunków ekonomii i zarządzania rozpatrywanych w dwóch aspektach - znaczenia w przyszłej pracy zawodowej oraz poziomu osiągniętego na studiach. Badania przeprowadzono w latach 2009/2010, wykorzystując metodę sondażu diagnostycznego. Badaniami objęto studentów piątego roku trzech lubelskich wyższych uczelni państwowych, tj. Katolickiego Uniwersytetu Lubelskiego Jana Pawła II, Uniwersytetu Marii Curie-Skłodowskiej oraz Politechniki Lubelskiej. Analiza wyników przeprowadzonych badań wskazała, że studenci w przypadku wszystkich z badanych kompetencji istotnie wyżej ocenili ich znaczenie w przyszłej pracy, niż poziom osiągnięty na studiach. W przypadku czterech wyodrębnionych na potrzeby badań grup kompetencji ranking ich znaczenia w pracy, w opinii respondentów pokrywał się z rankingiem poziomu nabytych kompetencji. Można tu wysnuć wniosek, iż badani studenci podczas studiów rozwijali przede wszystkim te kompetencje, które, ich zdaniem, będą miały największe znaczenie w przyszłej pracy zawodowej.
5
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Human Factors in Security – Cybersecurity Education and Awareness of Business Students

86%
Wiechetek Ł., Mędrek M.
Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia
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2022
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vol. 56
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issue 1
119-142
EN
Theoretical background: The rapid development of Internet interactions and a growing number of information technology users caused by digital society development and accelerated by the COVID-19 pandemic yield the significant growth of cyber-attacks and cybersecurity incidents. Members of Generation Z use information technology as a main tool for broadening their knowledge and skills. For such digital natives, proficiency in ICTs appears as an indispensable element of life. This is even more apparent during the COVID-19 pandemic, when they are forced to use IT tools more often, both for the entertainment, education, and work. Such acceleration generates new possibilities, but also new threats.Purpose of the article: The aim of the paper is to check if members of Generation Z are aware of cybersecurity issues and whether they know basic threats and methods/tools that can improve the safety. We analyse students’ behaviour in the event of cyber incident and examine whether the analysed group is willing to improve cyber knowledge, skills, and attitudes.Research methods: We explored data collected from business students (N = 182). The online questionnaire was prepared in LimeSurvey. Finally, data analysis and visualization were performed in Microsoft Excel and Tableau.Main findings: The analysis indicates that business students have rather poor knowledge in cybersecurity. The results demonstrate the need for targeted educational campaigns and trainings that address the specific cyber weaknesses to build secure ecosystem, combining both technical, organizational, and behavioural aspects.
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