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Innovations in Education, Business Ethics and Vocational Behavior

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Economic and Business Aspects of Sustainability".

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 8777

Special Issue Editor

Faculty of Business and Economics, University of Granada, Granada, Spain
Interests: Education, Entrepreneurship, Competencies, Corporate social responsibility, Vocational behavior, Financial literacy, financial inclusion

Special Issue Information

Dear Colleagues,

Education can play a key role in learning business ethics while contributing to the development of vocational interests and behaviors. In this respect, new and different teaching methodologies are applying in diverse educative contexts. The teaching of business ethics has spread within business schools worldwide. Ethics education is fundamental to the creation of an ethical climate in the workplace. There is interest in the role of business ethics in students' perception of corporate social responsibility and how it can reduce the level of unethical behavior in organizations. Thus, knowledge of business ethics is important for the student's future career path.

Furthermore, according to the social cognitive career theory, career development is influenced by the educational experiences to which individuals are exposed in specific training options. Previous research has demonstrated that learning experiences predict career-related self-efficacy, outcomes expectations and interests which, in turn, influence career goals and behaviors. The fact that individuals feel confident in their abilities to perform career exploration can contribute to obtaining more suitable employment opportunities that fit their specific needs and interests. Also, the level of education pursued by individuals is positively related to their career paths. People with higher educational development can show more confidence in their academic skills, which can potentially influence their career expectations. However, the effect of the educational factor often depends, at least partially, on how the individual appraises and responds to it. Individuals face educational barriers of varying degrees to their pursuit of particular options.

Thus, this special issue concentrates on the innovation in education in business ethics and vocational behavior. Papers are invited on any topic related to educational factors that can affect the ethical maturity of business students, the role of learning experiences and career exploration training in vocational behavior, and how ethical education can influence vocational choice and career management processes and behaviors so that jobs and careers are developed in line with individuals' ethical values. Both theoretical and applied original papers will be considered, related to educational experiences, in different samples.

Possible topics include, but are not limited to:

Business ethics

Business ethics courses

Career development

Career exploration

Corporate social responsibility

Ethics education

Innovation in education

Learning experiences

Self-determination theory

Sustainability

Social cognitive career theory

Vocational behavior

Vocational development

Prof. Maria del Carmen Pérez López
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • innovation in education
  • business ethics
  • vocational behavior 
  • corporate social responsibility
  • ethics education
  • learning experiences
  • sustainability

Published Papers (2 papers)

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Research

13 pages, 295 KiB  
Article
The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management
by Elisabeth Bustos-Contell, Luis Porcuna-Enguix, José Serrano-Madrid and Gregorio Labatut-Serer
Sustainability 2021, 13(17), 9716; https://0-doi-org.brum.beds.ac.uk/10.3390/su13179716 - 30 Aug 2021
Cited by 2 | Viewed by 2267
Abstract
The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student [...] Read more.
The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age. Full article
(This article belongs to the Special Issue Innovations in Education, Business Ethics and Vocational Behavior)
17 pages, 1089 KiB  
Article
The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives
by Rastislav Metruk
Sustainability 2021, 13(15), 8205; https://0-doi-org.brum.beds.ac.uk/10.3390/su13158205 - 22 Jul 2021
Cited by 7 | Viewed by 5841
Abstract
In recent years, an accelerating trend in an undergoing shift from the use of traditional desktop computers towards the utilisation of smartphones for language learning purposes has been detected. In line with these trends, this study aims to investigate Slovak EFL learners’ attitudes [...] Read more.
In recent years, an accelerating trend in an undergoing shift from the use of traditional desktop computers towards the utilisation of smartphones for language learning purposes has been detected. In line with these trends, this study aims to investigate Slovak EFL learners’ attitudes and perceptions of English language learning apps (ELLA) regarding practicing and learning English. Furthermore, the differences in the perception of ELLA between the male and female research participants are also analysed. The target population totalled 158 Slovak university EFL learners, 48 males and 110 females, who were required to display their level of agreement to statements by responding to a 5-point Likert scale questionnaire. The instrument consisted of 30 statements altogether, involving items on apps’ usage and apps’ perception. The calculated means indicate that the participants’ attitudes and perceptions of ELLA range between being neutral and positive, and that EFL learners tend to practice language systems and skills to varying degrees. Moreover, 30 independent-sample t-tests, which were run in order to determine the differences between the male and female attitudes and perceptions, reveal that 50% of statements on apps’ usage and apps’ perception differ significantly, demonstrating considerable differences between the two sexes. The achieved results seem to contribute to the existing research on the use of smartphones and ELLA in the context of EFL learning by casting more light on mobile language learning, an area that merits further scientific exploration. Full article
(This article belongs to the Special Issue Innovations in Education, Business Ethics and Vocational Behavior)
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