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Internationalisation of higher education has really taken off in recent decades, with universities increasingly organising all or parts of their study programmes in a language other than their traditional language of instruction. Usually, that language is English, which is referred to as English Medium Instruction (EMI), but there are also programmes in other foreign languages, such as Dutch Medium Instruction (DMI) in French-speaking Belgium. Previous research links EMI with access inequity. This study investigates whether this inequity also exists in French-speaking Belgium and whether it extends to DMI by examining the socio-economic and language profiles of students in unilingual programmes versus multilingual programmes with DMI and/or EMI courses. An online questionnaire was administered to undergraduate law, political sciences, and economics & management students at a French-speaking university in Belgium. The results indicate that multilingual programmes attract students of higher socio-economic status (SES) and those who benefited from Content and Language Integrated Learning (CLIL) school education, extracurricular activities or more classes in Dutch or English at secondary level. Taken together, these findings suggest that multilingual higher education with DMI/EMI in French-speaking Belgium is closely linked with access inequity. The article ends with suggestions for institutions offering or considering multilingual higher education. [ABSTRACT FROM AUTHOR]

The purpose of the study is to analyze the effectiveness of the formation of culture-general competencies of economics students in the context of the blended learning environment. The following results have been obtained. A blended learning system to teach Econometrics has been introduced at two Russian universities and one Kazakh university A questionnaire has been developed, and a sociological survey of economics students of the three universities has been conducted to assess the effectiveness of the formation of culture-general competencies in the context of blended learning of Econometrics. The analysis of the research results confirmed a number of hypotheses: H1 "Blended learning contributes to the formation of professional identity", H2 "Blended learning contributes to the formation of communication skills", H3 "Blended learning contributes to the formation of self-organization and self-education skills", H4 "Blended learning does not lead to a decrease in academic performance". The practical significance of the results obtained involves the fact that they make it possible to effectively implement blended learning technologies for the development of the competencies of economics students. [ABSTRACT FROM AUTHOR]

The few studies assessing the affective reactions of different groups of respondents to this disorder reported that their physiological or emotional responses were negative. The purpose of this study was to determine the influence of college students’ gender and major on their feelings and attitudes towards a peer who stutters. The study was conducted with 342 college students aged 19–33 years from different majors. Their attitudes to stuttering peers were evaluated by the Sękowski’s Attitudes Toward Disabled Persons Scale (ATDPS) and feelings by the Positive and Negative Affect Scale (PANAS). The study revealed that some gender-major interactions were associated with less negative feelings and attitudes towards stuttering peers and that different emotions about a stuttering peer led to different attitudes. In male students, the main moderating effect of the major on the relationship between negative feelings and negative attitudes was only established for students of economics. The major of female students also differentiated the relationship between negative feelings and attitudes. Teaching programmes for helping majors (paramedics/nurses) stimulate students’ positive feelings towards persons who stutter. Students in non-helping majors may need special soft skill training to develop positive attitudes towards persons with speech fluency disorders. [ABSTRACT FROM AUTHOR]

Businesses started by well-educated people are considered a driving force for a country's development. Many studies have examined the entrepreneurial intentions of university students in different countries. However, only a few studies have investigated the differences in such intentions between students in developed and developing countries, especially African countries. Therefore, the aim of this study is to determine whether African university economics students are interested in becoming entrepreneurs compared to their counterparts from developed countries in the EU. We compared students' intentions to become entrepreneurs using a large quantitative dataset obtained from university students from the 2018 GUESSS international survey. Testing four hypotheses, we found a statistically significant difference in entrepreneurial intentions between EU and African students. In general, we can say that African students have a more positive attitude toward their own entrepreneurship than their fellow EU students. [ABSTRACT FROM AUTHOR]

The positive impact of Math Learning Support Centers (MLSCs) on student performance is well-documented in existing literature. However, we argue in this study that many of these evaluations could be improved methodologically. Using a more rigorous approach, we investigated the effect of an MLSC on students' performance and affective variables in an economic study program. Our data, collected over six years, was analyzed using Propensity Score Matching and Difference-in-Differences methods, to control for observable and time-invariant unobservable characteristics. Contrary to a majority of the existing literature, we found no direct impact of students' participation in the MLSC on students' math performance. However, we identified positive effects on students' test anxiety and other affective variables. Moreover, we found that students' engagement in the learning process during the semester (e.g. by attending classes and solving exercise sheets) was a key driver of skill growth. These findings underscore the importance of more rigorous methodological approaches in future evaluations of MLSCs and other similar support systems. [ABSTRACT FROM AUTHOR]

Introduction/Main Objectives: This research aims to investigate the level of insurance literacy among economics and business students and identify the socio-demographic factors impacting the level of insurance literacy. Background Problems: Low insurance literacy has long been identified as the cause behind the weak insurance penetration growth in Indonesia. College students area potential market for the development and deepening of the insurance sector. Novelty: However, hardly any studies have been published that assess the insurance literacy of university students in Indonesia. This study also presents a unique view of students' insurance knowledge across different universities in Indonesia, providing an understanding of the factors contributing to their literacy level. Research Methods: We conduct the commonly applied ordinary least squares test on the survey data collected using stratified random sampling. Findings/Results: The test results conclude that students from universities in Java, who have mothers who graduated from college, come from middle-income families, and live in Java have significantly higher insurance literacy levels compared to the rest of the students. However, gender and residency do not seem to significantly impact insurance literacy. Conclusion: Our study shows that sociodemographic factors influence university students' level of insurance literacy. These findings provide valuable information for policymakers and insurance firms to target this potential market with their insurance products. [ABSTRACT FROM AUTHOR]

Many financial scandals appear to depend on a lack of skepticism on the part of their victims. Sophisticated investors trusted Bernie Madoff, for example, despite early warning signs of implausible returns. Our study investigates how education explains fraud detection in financial decision-making. In a simple survey, economics and finance students are asked to make an investment recommendation from among four hypothetical funds, including one based on Madoff's fund. We use Truth Default Theory to explain our results. We show that education increases the likelihood that students are suspicious of Madoff's fund, and that for students whose suspicions are aroused, education makes them less likely to choose the Madoff fund. [ABSTRACT FROM AUTHOR]

This study models the influence of student and school attributes mediated by effects of numerical and graphical abilities on achievement of students in economics. Factors influencing student achievement are home, student, school, or environment related. Subject content is also an important factor which determines achievement. There are three ways to explain Economic phenomena; words, mathematically, or graphically. Therefore, level of ability in these approaches is an important determinant of student level of achievement. Participants of the research are Senior Secondary School II (SSS 2) students who enrolled in an economics class in Ibadan metropolis of Oyo states, Nigeria. There are 61 students from private and 437 from public school while the average age of the students is 15.29. A path analysis was used in the study following a hypothesized and modified model to ensure model-data fit. This study shows that school type is an important factor either with direct or indirect effect on achievement while class and the age of the student have indirect effect on achievement either through numerical or graphical ability. Also, numerical and graphical ability have a significant direct effect on achievement. This study revealed the need to emulate traditions of certain schools. Students in less mathematically and graph-oriented classes should have more time devoted to strengthening basic knowledge in this area so they can improve their level of knowledge and achievement. A latent model approach in a Bayesian framework is a viable alternative. The researchers recommend the inclusion of other variables in future studies to gain further insights into how these factors may affect economics achievement. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The new digital technologies integrated into economic and social life had determined the need for professionals in the economic field to possess and to develop new skills, capable of giving organization added value. The economics students´ groundwork for these new competencies is both a necessity and a consequence of the changes that have taken place in the different market types, as they increasingly become protagonists of their own learning process. The current endeavor is an effort to explore the students' attitude towards technology, in which the proactive attitude of economics students determines their involvement in economic life and their resultant determines how they relate to information technology as future professionals on the dynamic job market. The study is based on a number of 424 questionnaires completed between April and May 2024 by the students from The Faculty of Economic Sciences of the "Ovidius" University of Constantza, Romania, through which proactive attitudes and the active involvement into economic life and protechnology attitudes were determined, resulting in a significant positive correlation between them.

Learning mathematics and developing the necessary mathematical skills is integral to our daily lives. This study aimed to determine the level of mathematical skills of the grade 11 Home Economics (HE) students in Maghaway National High School, Talisay City, Cebu, Philippines, in terms of (1) number knowledge, (2) computation, and (3) reasoning. A quantitative method engaging in a descriptive research design was utilized to gather the needed data. The Sloven's formula was employed to determine the 41 HE students as the study's respondents. The results show that the level of mathematical skills of grade 11 HE students in terms of number knowledge, computation, and reasoning were categorized as novice, which implies that HE students lack the necessary mathematical skills that play a crucial role in their academic development and future career path. To solve the existing problem the researchers concluded that the total enhancement in teaching styles, methods, and peer tutoring can significantly contribute to developing the mathematical skills of the students. This development will be beneficial in enhancing numeracy and total understanding of the use of mathematics in a wide range of concepts. [ABSTRACT FROM AUTHOR]

Bridget Fowler's work develops the topic of social transformation in Bourdieu's writing – how it comes about, how it is to be framed theoretically, and who the agents of that change may be. This article continues this important line of thought by looking at one group that (sometimes) does contribute to social transformation. I call this group parvenus: ascendants from lower positions that move into leading positions within various fields. I take the field of science as a specific example. Building on research investigating the motivations of German economics students, I explore, and reflect upon, a distinct characteristic of the parvenu's habitus: i.e. a tension introduced by exposure to different cultural milieus and influences. The close analysis suggests a more variable definition of the term parvenu, as well as novel ways of social reproduction. [ABSTRACT FROM AUTHOR]

The essay traces the origins of the Economics Graduate Student Organization (EGSO), founded in 1973 in the Economics Department at the University of Massachusetts in Amherst. One enduring part of Jack Amariglio's legacy lies in his contributions to the cofounding of this unique organization, which has waged a successful struggle against scholarly paternalism for half a century through, among other means, its control over the distribution of teaching jobs. [ABSTRACT FROM AUTHOR]

Since 1974, the American Economic Association Summer Training Program has provided training and mentoring to students from disadvantaged backgrounds in economics. The aim of the program is to encourage and prepare these students to apply to PhD programs in economics and ultimately to increase diversity in the profession. The program has been hosted by different universities over the years. This paper provides insights and lessons learned from the program's tenure at Michigan State University from 2016 to 2020. In addition to discussing the structure and outcomes of the program, we provide advice to students, faculty, and potential hosts who may be interested in the AEA Summer Program or similar programs. [ABSTRACT FROM AUTHOR]

The presentation of economics in introductory courses has been highlighted as potentially exacerbating the underrepresentation of women in economics. The authors study the impact of a gender-neutral change in content and instruction in introductory economics courses intended to increase student engagement. By implementing meaningful applied problems and structured group work, their intervention focuses on the students' perceptions of "what" economics is and "how" economics is used. Using institutional data from 8,727 students over nine semesters, they find that the intervention improved women's grades relative to men's in both Introductory Microeconomics and Macroeconomics and eliminated underperformance by women in Introductory Macroeconomics relative to men at baseline. These effects are evidence that course content and delivery impact the experiences and outcomes of female students in economics education. [ABSTRACT FROM AUTHOR]

The authors of this article investigate the economic knowledge of Czech high school students using a database of 18,589 participants from the 2019 to 2020 Czech Economics Olympiad. Czech high school students show solid comprehension of basic economic concepts and principles of international economics but understand substantially less about microeconomic and macroeconomic theory. The authors demonstrate that some prevalent features of students' economic knowledge found in other countries are also present in the Czech Republic, including a gender gap. Their analysis confirms problematic aspects of the Czech education system identified in prior studies, including large differences in education quality across types of schools and regions. [ABSTRACT FROM AUTHOR]

Feedback is a process in which students play a central role. To support this process, recent conceptual research suggests that students need to develop feedback literacies. However, additional empirical research is required to validate emergent frameworks of feedback literacy, including an investigation of the components of feedback literacy, their interconnections and their impact on students' learning. This study assessed students' level of feedback literacy and the interconnections between the theorised components of a framework developed by Carless and Boud. It also investigated the association between students' uptake of tutor feedback and their performance on a nested and authentic assessment task. Participants were N = 130 first-year Business and Economics undergraduate students. Data were obtained from these students through a self-report survey, analysis of changes made based on tutor feedback, and grade improvement on their final assessment. The results support interconnections between some of the components of the feedback literacy framework, and suggest a positive association between student feedback literacy and task performance. These findings not only strengthen understandings of feedback literacy theory, but also help educators identify which areas of student feedback literacy most need to be improved to enhance the effective use of feedback. [ABSTRACT FROM AUTHOR]

The text is a book review of "Foundations of Real-World Economics: What Every Economics Student Needs to Know" by John Komlos. The review criticizes mainstream economics for its unrealistic assumptions and argues that it has led to misleading predictions and catastrophic consequences. Komlos proposes a "humanistic economics" that aims for a more just capitalism and a democratic society. The book is recommended as a supplement to introductory economics courses and as a tool to challenge laissez-faire ideology. It provides a critical framework and extensive data to understand the socioeconomic conditions of modern society. [Extracted from the article]

AbstractThe Chat Generative Pre-Trained Transformer, popularly referred to as ChatGPT, is an AI-based technology with the potential to revolutionise conventional teaching and learning in higher education institutions (HEIs). However, it remains unclear which factors influence the behavioural intentions and the actual usage of ChatGPT among economics students in Ghanaian HEIs. In pursuit of this goal, we employed the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a better understanding of the antecedents influencing the behavioural intentions and actual usage of ChatGPT among economics students. The study surveyed 306 Ghanaian students enrolled in economics at a public university. These students were aware of the existence of ChatGPT applications. We applied a hybrid analytical approach, combining structural equation modelling and artificial neural network (SEM-ANN), to elucidate the causal relationships between variables believed to impact perceived trust, intentions, and actual usage. The results showed that design and interactivity have a significant impact on perceived trust. Similarly, perceived trust, social influence, performance expectancy, hedonic motivation, and habits drive behavioural intentions. Among the various factors influencing behavioural intentions, hedonic motivation emerged as the most dominant. Moreover, behavioural intentions and facilitating conditions significantly drive students’ actual use of the ChatGPT. Nevertheless, ethics is not a significant factor in perceived trust, and effort expectancy does not affect behavioral intention. These findings, however, offer theoretical and practical contributions that can serve as guide for a thoughtful and responsible integration of AI-based tools as a future strategy to enhance education accessibility and inclusivity opportunities

The research investigates the influence of family environment and entrepreneurship education on interest in entrepreneurship with self-efficacy as a mediating variable from a Sharia business perspective. This research uses a quantitative approach with a sample size of 129 respondents. The research results show that all independent variables have a significant effect on interest in entrepreneurship. The self-efficacy variable can mediate the influence of business capital on interest in entrepreneurship among FEBI UIN Raden Intan Lampung students and entrepreneurship education on interest in entrepreneurship among FEBI UIN Raden Intan Lampung students. It can be concluded that the application of business capital, entrepreneurship education, Self-efficacy, and interest in entrepreneurship from a Sharia business perspective is very good. [ABSTRACT FROM AUTHOR]

Purpose: This paper elucidates the determinants of dishonest behaviour affecting various domains and aims to demonstrate how addressing these practices can substantially improve overall quality. Methodology/Approach: A framed laboratory experiment with economics students from the University of West Bohemia was conducted, where participants chose between honest and lower-quality production. Using the Holt-Laury method, we measured risk aversion and personality traits using the Myers-Briggs Type Indicator (MBTI). Findings: Increased inspection probability significantly reduced lower-quality production, with a statistical significance level of less than 1%. Thinking type of personality and Risk Aversion are significant at the 10% level, indicating a moderate impact. Conversely, punishment and rewards were statistically insignificant, with p-values exceeding 10%. Research Limitation/implication: The study is limited by its homogeneous sample of economics students from a single university and insufficient gender representation, which may affect generalizability. Originality/Value of paper: This research provides insights into how inspection probabilities, rewards, punishments, risk aversion, and personal characteristics influence dishonest behaviour, aiding the development of strategies to reduce dishonesty and improve overall quality. [ABSTRACT FROM AUTHOR]

The research problem of this paper is related to numerous open questions in the field of energy, its understanding, its use, and the challenges of the energy future. After the introductory part, in which a brief historical overview of energy literacy is provided, the paper focuses on energy literacy, its emergence, and the different approaches to its definition and measurement. The paper analyzes the energy literacy of students at the Faculty of Economics in Rijeka based on their cognitive, affective, and behavioral skills. Their knowledge about energy, energy processes, and the energy efficiency of the objects they encounter on a daily basis is examined. Their personal attitudes and values are examined through various forms of personal initiatives and active participation in energy sustainability projects. Finally, the habits and behavioral patterns that the respondents have in their daily lives and their tendencies to save energy resources and find energy-efficient solutions are examined. Despite some positive findings, the current results are not satisfactory and point to the creation of adequate public policies with a particular focus on education and the role of the corrective mechanisms of the state, but also the need for joint negotiations between policy makers, regulators, scientists, representatives of civil society, and the business community. The particular contribution of this work is reflected in being the first research of its kind conducted among Croatian economics students, as well as among Croatian students in general; in the creation of a research instrument that is conceptually consistent with the findings from the existing literature, but with an original set of questions within each energy literacy skill adapted to the cultural and sociological background of the respondents; and in a kind of progress from previous research by taking into account the quantitative aspect (in addition to the qualitative) assessment of the respondents' energy literacy. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research examines graduate student's views on the professional climate in economics using a comprehensive survey of students enrolled in economics Ph.D. programs in the United States. Topics discussed include stress and work/life balance, disciplinary climate in the profession, departmental climate, and the prevalence of sexual harassment. We find significant gender differences in views on all four topics—particularly in views on departmental climate and disciplinary climate in the profession. We analyze the results based on gender, rank of the institution, public versus private institutional status, and representation of women faculty in departments. [ABSTRACT FROM AUTHOR]

The author of this article summarizes which, when, where, and how students take introductory economics. Among students who began college in 2012, 74 percent never took economics, up from 62 percent in 2004. Fifteen percent of beginning college students in 2012 took some economics, and 12 percent were one-and-done students. About half of introductory economics students never took another economics class, and only about 2 percent majored in economics. The characteristics of one-and-done and some economics students are generally similar and closer to one another than to students with no economics. The implication is that efforts to diversify the profession should focus at least in part on attracting students who would otherwise not take introductory economics. [ABSTRACT FROM AUTHOR]

The article discusses the criticisms and limitations of traditional neoclassical economics in introductory courses. It highlights the concerns of students regarding the dominance of narrow free-market theories and the lack of inclusion of evidence from other disciplines. The article also explores the need for a more diverse and realistic approach to teaching economics, incorporating concepts such as behavioral and information economics, institutional economics, inequality and poverty, financial crises, climate change, and sustainability. The author reviews John Komlos's textbook, which challenges the orthodox neoclassical approach and offers alternative theoretical views and approaches to economics. While the textbook has some shortcomings and a US-centric focus, it provides a stimulating and thought-provoking read for students and instructors interested in exploring different perspectives in economics. [Extracted from the article]

This study aims to determine and investigate the effects of home environment and Undiksha e-learning use on the learning preferences of students in the Faculty of Economics, Universitas Pendidikan Ganesha. Utilizing quantitative causality, questionnaires, and documentation are employed to gather data for the study. All of the 1,885 students in the 2018–2020 class at the Faculty of Economics at Universitas Pendidikan Ganesha make up the population of the study, which included 330 students as its sample. Proportionate stratified random sampling is the method used for sampling. With SPSS 25.0 for Windows’ assistance, descriptive analysis and multiple linear regression analysis are used to examine the amassed data. The study’s findings indicate that 1) Undiksha e-learning has a favorable and significant impact on students at Universitas Pendidikan Ganesha’s Faculty of Economics in terms of their learning interests. 2) The family environment significantly and favorably affects the learning interests of students at the Universitas Pendidikan Ganesha Faculty of Economics. 3) The family environment and Undiksha e-learning have a favorable and significant impact on the learning interests of students at Universitas Pendidikan Ganesha’s Faculty of Economics. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effect of subjective norms and propensity to plan on personal financial management behavior, with financial literacy as a moderation. This study is a quantitative approach and data collection were done using questionnaires. The population of this study were students of Economics Education (Accounting) Department on one of University in Indonesia with a total of 235 students. In this paper, we used partial least squares to measure potential constituents as a composite index-path modeling. We used WarpPLS software version 7.0 to explore the relationships contained in the model. The structural equation model results show that subjective norms and the propensity to plan have a positive effect on personal financial management behavior. Additionally, financial literacy was able to moderate the influence of subjective norms on personal financial management behavior. However, moderating effects do not happen on the propensity to plan. This research implies that personal financial management behavior can depend on psychological aspects. [ABSTRACT FROM AUTHOR]

This study sought to establish the effectiveness of school teaching practices for Mufulira College Home Economics students that were aligned with early exposure to the real school environment before the actual practical application of teaching practice skills. A qualitative case study was conducted to gather experiences from 50 participants who were selected using a purposive and stratified sampling method. The sampled students were divided into two groups based on their school experience. The first group of 25 were sent straight into their actual school experience without any prior exposure to a real-world school setting. In contrast, the second group of 25 students underwent real-school familiarization before embarking on their teaching practice. Data was collected using a focus group discussion guide, an interview guide and direct student observational follow-ups. A thematic approach was used to analyse the data. Results showed that students aligned with early school familiarization performed far better in their teaching practice than students not exposed. The conclusion was that early exposure of home economics student teachers to real school environment familiarization yielded better results in their practical application of teaching skills than those not exposed. It is therefore highly recommended that student teachers be exposed to real school environments to get them acquainted with real school activities before they are sent for actual teaching practice. [ABSTRACT FROM AUTHOR]

The objective of this study was to determine the incidence of strategic academic management on the entrepreneurial intention of students in the Faculty of Economics and Administrative Sciences of the National University Toribio Rodríguez de Mendoza of Amazonas. Adopting a non-experimental, cross-sectional and correlational research design, the Kolmogorov-Smirnov and Shapiro-Wilk statistics were applied, revealing a non-normal distribution of the data. Spearman's Rho Correlation Statistical Test was applied. The results showed a significance level (sig.) of 0.011, less than 0.05, and a positive, but very low correlation coefficient (r = 0.191), indicating that the impact of strategic academic management on entrepreneurial intention is significant, but its magnitude is very low. The findings indicate that improving academic management could significantly boost student entrepreneurial intention, fostering a more entrepreneurial university ecosystem. [ABSTRACT FROM AUTHOR]

For papers to have scientific impact, they need to impress our peers in their role as referees, journal editors, and members of conference committees. Does better writing help our papers make it past these gatekeepers? In this study, we estimate the effect of writing quality by comparing how 30 economists judge the quality of papers written by PhD students in economics. Each economist judged five papers in their original version and five different papers that had been language edited. No economist saw both versions of the same paper. Our results show that writing matters. Compared to the original versions, economists judge edited versions as higher quality; they are more likely to accept edited versions for a conference; and they believe that edited versions have a better chance of being accepted at a good journal. [ABSTRACT FROM AUTHOR]

At the Autonomous University of the State of Guerrero, Economic Sciences, a low level of understanding of mathematical knowledge expressed in poor performance in the area has been detected. A descriptive, cross-sectional exploratory investigation is presented. The sample used is non-probabilistic, made up of students who failed economic sciences from the second to the fourth semesters. The general objective is to describe the academic learning strategies less used by the students and their influence on the failure of mathematics. A sociodemographic Questionnaire and Learning Strategies Questionnaires were applied. Statistical modeling allowed, from the quantitative research perspective, to confirm that the sociodemographic factors studied are related to failure and that the strategies Organization and Time Management, Analysis and Synthesis, Attention and Memorization, Search and Recording of Information (Take notes) They are one of the least used by the students of the Degree in Economic Sciences. [ABSTRACT FROM AUTHOR]

The interaction among countries, companies and individuals makes it essential to find better tools for data collection, in the framework of which trade intelligence becomes relevant as a process of exploration of indicative variables of the supply, demand and prices of a product at a global level or in specific niches. The objective of this work was to design a transversal training model that allows students of the Faculty of Economics, National University of Asunción (FCE-UNA) to improve their knowledge and practices on trade intelligence. Applied research, of a mixed type, was proposed, in which 277 students from the three careers of the FCE-UNA were surveyed. The approach was qualitative, using a cross-sectional analytical-descriptive and propositional methodology. Among the main findings, it is important to mention that students are generally unaware of the concept of trade intelligence and its implications. However, 89% of those surveyed expressed their interest in being trained in the subject. Finally, a project of academic formation in trade intelligence was proposed, with an active learning methodology, to promote the competitiveness of FCE-UNA students. [ABSTRACT FROM AUTHOR]

We assess whether a light‐touch intervention can increase socioeconomic and racial diversity in undergraduate Economics. We randomly assigned over 2200 students a message with basic information about the Economics major; the basic message combined with an emphasis on the rewarding careers or financial returns associated with the major; or no message. Messages increased the proportion of first generation students majoring in Economics by five percentage points. This effect size was sufficient to reverse the gap in Economics majors for first generation students. Suggestive evidence indicates the effects may be driven by first generation students who were not also underrepresented minorities. [ABSTRACT FROM AUTHOR]

The role of university education in providing access to the labour market (employment) is reflected in increased employment opportunities for the educated population. The relationship between the unemployment rate and educational attainment is evident: the unemployment rate decreases as one moves from lower to higher levels of education. It can be seen that the unemployment rate, in terms of its size and dynamics, is inversely proportional to the level of education: it falls as the level of education rises, and vice versa. The aim of the research in this paper is to respond to the need to teach students with practical solutions for getting the skills needed to be easily employable in the labour market after graduation. The paper used a quantitative (questionnaire) and a qualitative (bibliometric) analysis. The data studied through the research shows the need for final-year students to receive additional practical skills training for employability. Entrepreneurship education, in addition to the university curriculum, can provide them with a viable alternative to increase their chances of integrating into the 21st century labour market. The innovative character of the work derives from the concrete practical activities that supported the optional entrepreneurial training of IULS students from Iasi. We can affirm, following the study undertaken, that the development of such additional and adapted educational activities increases young graduates' practical skills needed on the labour market. The access to non-reimbursable European funds, which offer additional educational opportunities to students, must be continued in order to produce the major economic effects expected by the whole Romanian society, with the aim of reducing youth unemployment. [ABSTRACT FROM AUTHOR]

Currently is an era where various kinds of technology are developing. Mobile Banking is a technology created by a banking company which is usually called M-Banking. M-Banking is a service provided by banks to their customers to carry out various banking transactions by sharing the features and menus found in banking applications via smart phones or smartphones. The aim of this research is to explain the influence of technological skills, ease of use, security of services on satisfaction using BCA M-Banking among students at the economics and business faculty of UPN "Veteran" East Java. This research uses a quantitative approach through purposive sampling techniques. The population in this study were students from the economics and business faculty of UPN "Veteran" East Java. The samples in this research are active students studying at the Faculty of Economics and Business, UPN "Veteran" East Java, students from the Faculty of Economics and Business, UPN "Veteran" East Java who have BCA M-Banking. Meanwhile, the sample in this study was 130 respondents from the economics and business faculty of UPN "Veteran" East Java with relevant criteria. All tests carried out using the Smart PLS Application indicate that all tests received scores above the prerequisite values so that the tests were said to be reliable. The research results indicate that Technology Skills have a positive and significant effect on Customers Satisfaction. Ease of Use has a positive and significant effect on Customers satisfaction, US well US Service Security has a positive and significant effect on Customers Satisfaction. [ABSTRACT FROM AUTHOR]

The third edition of "Foundations of Real-World Economics" by John Komlos has made significant improvements that enhance its usefulness for both teachers and students. The new edition is more accessible to undergraduate students, including those majoring in economics, business, and other social sciences. It addresses previous concerns about the book's accessibility, engagement with heterodox economics, discussion of feminist economics, and the inclusion of exercises for active learning. The new edition also includes chapters on the political consequences of the 2008 crisis, hidden racist elements in economics, and the impact of the COVID-19 pandemic on the economy. Overall, the book strikes a balance between critique and construction, making it a valuable resource for economics students and teachers. [Extracted from the article]

This paper explores the importance and diversity of teaching materials used in teaching specialist languages to economics students. We look at different types of educational resources, including textbooks, academic articles, case studies, financial reports, multimedia resources and legal documents, and how they contribute to the development of language and professional skills. We highlight the essential role of these materials in facilitating theoretical and applied learning, stimulating critical thinking and preparing students for the challenges of the global business environment. We also discuss the impact of digital and interactive resources in creating a dynamic and engaging learning environment. We conclude that the effective integration of didactic materials into the economics curriculum is crucial for ensuring a relevant and quality education, preparing students for professional success in various economic fields. [ABSTRACT FROM AUTHOR]

The new digital technologies integrated into economic and social life had determined the need for professionals in the economic field to possess and to develop new skills, capable of giving organization added value. The economics students´ groundwork for these new competencies is both a necessity and a consequence of the changes that have taken place in the different market types, as they increasingly become protagonists of their own learning process. The current endeavor is an effort to explore the students' attitude towards technology, in which the proactive attitude of economics students determines their involvement in economic life and their resultant determines how they relate to information technology as future professionals on the dynamic job market. The study is based on a number of 424 questionnaires completed between April and May 2024 by the students from The Faculty of Economic Sciences of the "Ovidius" University of Constantza, Romania, through which proactive attitudes and the active involvement into economic life and pro-technology attitudes were determined, resulting in a significant positive correlation between them. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The authors of this article demonstrate best practices for creating belonging in economics, which allows diverse students to feel respected and accepted within the discipline. Opportunities to connect with economics allow students to understand and be empowered by the value they add to the classroom. The suggested practices thus include providing students with ample opportunities to apply their economics knowledge to their own personal experiences and giving them the support that sustains interest in and a connection with economics. Introductory classroom practices that are most useful for new instructors of economics (Level I activities) are presented, followed by a discussion of the various ways that new instructors can build out these practices in future iterations of their courses (Level II activities). [ABSTRACT FROM AUTHOR]

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]

This article is aimed at undergraduate and graduate economics students, as well as public sector economists, who are interested in inequality measurement. It examines the use of the Gini inequality measure to compare income distributions. The implicit distributional value judgements are made explicit, via the use of a particular form of Social Welfare Function. Emphasis is given to the interpretation of changes in inequality. [ABSTRACT FROM AUTHOR]

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Mathematics plays a significant role in many study programs. However, several studies show deficiencies and a decline in beginning undergraduates' skills in mathematics in many content domains. However, it remains unclear whether they have improved in so-called process competencies like modeling, mathematical reasoning, or using different representations instead, because there has been a shift towards the acquisition of such in many recent curricula. We investigated this issue at a university in Germany based on data from a (non-standardized) mathematics entry test taken by 3076 economics students divided into different cohorts from 2012 to 2019. Using regression analyses, we found that, on the one hand, students' ability to carry out symbolic calculations decreased. On the other hand, their performance increased in some test questions focusing on other process competencies like reasoning, mathematizing, or using different representations, which have become common tasks at school due to a stronger emphasis on these process competencies after a curriculum reform. Our data indicate that this reform might have had the desired effect. [ABSTRACT FROM AUTHOR]

Objective: The objective of our article is to analyse students' knowledge, awareness, feelings and attitudes to the energy crisis, in particular, the rising price of electricity in Hungary to test whether students are aware of their electricity consumption and influenced by the opinion of their close relatives. We also examined how consumption awareness is influenced by the variables of the number of tenants and the person who pays the electricity bill. Research Design & Methods: In the research, self-administered questionnaires as qualitative research tools tested the previous assumptions. In total, 272 responses from students of economics at a Hungarian university were analysed by using an ANOVA test. The structural equation modelling (SEM) method for modelling latent variables was used for analysis, including the variance-based method (PLS over-analysis). Findings: Our study showed that the number of occupants does not affect consumption patterns as most changes in savings are explained by either awareness or by a clear understanding of consumption patterns, and only 10.2% by the war and its consequences. Implications & Recommendations: Savings on energy and awareness are interdependent. It was also pointed out that there are a lot of factors as a source of information such as (social) media in addition to family, friends, and acquaintances, who do not take the lead in terms of credibility. Contribution & Value Added: Previous research analysed many context- and area-specific determinants of responsible consumption. Our article explores consumption awareness and analyses savings to obtain information about the feelings and attitudes, as well as reactions of Hungarian students of economics to the energy crisis. [ABSTRACT FROM AUTHOR]

The discipline of economics faces a challenge in attracting college students, with only 2% of those exposed to economics going on to major in the subject. The literacy-targeted (LT) approach to teaching economics suggests that it is more valuable for students to learn a few core economic concepts well, rather than being exposed to a wide range of concepts. This approach aims to create economically literate students who can "think like an economist." The articles in this symposium explore the potential to attract more students to economics, address the needs of one-and-done students, and improve diversity and inclusion in the discipline. [Extracted from the article]

The article discusses the weaknesses of economic research and teaching that were exposed during the 2008 global financial crisis. It highlights the criticism of the undergraduate curriculum's focus on market fundamentalism and the efficiency of competitive markets, which left economics graduates ill-equipped to understand important societal issues. The article introduces an alternative paradigm called humanistic economics, which challenges market fundamentalism and emphasizes the importance of morals, fairness, and quality of life. The article also provides an overview of the textbook "Foundations of Real-World Economics: What Every Economics Student Needs to Know" by John Komlos, which promotes the humanistic economics approach and provides data and real-world examples that challenge mainstream economic assumptions. The article concludes by discussing the potential impact and limitations of the textbook in economics teaching. [Extracted from the article]