Journal on Efficiency and Responsibility in Education and Science https://www.eriesjournal.com/index.php/eries <p><strong>Welcome to the Journal on Efficiency and Responsibility in Education and Science</strong></p> <p>The Journal on Efficiency and Responsibility in Education and Science is an international, open-access, double-blind-peer-reviewed and fully refereed scientific journal. The journal aims to publish perspectives of authors dealing with issues of efficiency and/or responsibility in education and related scientific disciplines. Authors may publish their original works here under the condition that the work deals with at least one of the key topics of the journal: efficiency of presented results and/or their responsibility (but also ethics, aesthetics, elegance, etc.).</p> <p>This e-journal contributes to the development of both theory and practice in the fields specified above. The journal accepts full research papers and short communications as well as review studies that contribute to delivering of&nbsp;scientific findings.</p> <p>&nbsp;</p> <p>Jaroslav Havlíček, Editor-in-Chief</p> Czech University of Life Sciences Prague en-US Journal on Efficiency and Responsibility in Education and Science 2336-2375 <p style="text-align: justify;">Authors declare with this manuscript&nbsp;intended for publication to ERIES Journal that:</p> <ul style="text-align: justify;"> <li>all co-authors agree&nbsp;with the&nbsp;publication of the manuscript even after amendments arising from peer review;</li> <li>all co-authors agree&nbsp;with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;</li> <li>no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;</li> <li>the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);</li> <li>submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;</li> <li>experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);</li> <li>grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.</li> </ul> <p style="text-align: justify;">Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution License</a> that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.</p> DO ADULT ENGLISH LANGUAGE LEARNERS AND THEIR TEACHERS HAVE SIMILAR APPROACHES TO SUCCESS? https://www.eriesjournal.com/index.php/eries/article/view/176 <p style="text-align: justify;">This study explores the similarities and differences between adult language learners' and their teachers’ attributions of perceived success and failure in learning English as a foreign language in an intensive program. It examines attributions along with three dimensions: locus of causality, stability and controllability. 319 students and 81 teachers responded to a self-administered questionnaire and reported more attributions for failure than for success. The most frequent attributions both groups stated were effort, teacher, motivation, and participation. Causal dimensionality patterns of success and failure-oriented students did not show much differences. They both had significantly more controllable and unstable attributions. Teachers' dimensionality patterns did not differ from that of the students except for locus of control dimension. Causal dimensionality of both teachers and students seemed to be healthy attributional styles according to Weiner’s attributional model of achievement motivation.</p> Ayse Taskiran Belgin Aydin ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2018-03-29 2018-03-29 11 1 01 08 10.7160/eriesj.2018.110101 DECISIVE FACTORS OF TALENT MANAGEMENT IMPLEMENTATION IN CZECH ORGANISATIONS https://www.eriesjournal.com/index.php/eries/article/view/169 <p style="text-align: justify;">The effort of every organisation is to have talented staff, and in the case that these employees are available in the organisation is to ensure they are motivated to stay in the organisation. The aim of the paper is to evaluate the influence of decisive factors on the implementation of activities relating to talent management and the approach of Czech organisations to this new trend as well. Data was obtained through questionnaire surveys in selected Czech organisations in 2014/2015 (<em>n</em> = 389), 2015/2016 (<em>n</em> = 402) and in 2016/2017 (<em>n </em>= 207). &nbsp;The results showed that the chances to implement talent management were significantly higher for organisations operating in national or international markets, organisations with more than 50 employees and organisations with a separate HR department, where this chance was even 4.1 times higher. Surveyed organisations use talent management the most often in the areas of employees´ recruitment, employees´ training and development, and their evaluation and remuneration.</p> Adéla Fajčíková Hana Urbancová Lenka Kučírková ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2018-03-29 2018-03-29 11 1 09 15 10.7160/eriesj.2018.110102 THE PERFORMANCE OF SERVQUAL TO MEASURE SERVICE QUALITY IN PRIVATE UNIVERSITY https://www.eriesjournal.com/index.php/eries/article/view/184 <p style="text-align: justify;">The increasing number of educational services has caused a high competition in this industry. In Indonesia, the number of private universities is the highest compared to state universities and other forms of higher education institutions. Ability to predict factors that are important in providing educational services to achieve student satisfaction and make them loyal to the university is highly necessary. In this study, we investigated the main factors of service quality that affect student satisfaction and loyalty by collecting data from 319 students from London School of Public Relation in Jakarta. Structural equation modeling (SEM) was employed to analyze the data through AMOS 24 statistical package. The findings indicated that the main factors influencing student satisfaction in private university are tangible and reliability consisting of: 1) comfortable lecture rooms, 2) adequate library facilities, 3) neat staff appearance, 4) non-discriminatory treatments provided by staff and lecturers, 5) high ability and knowledge provided by staffs and lecturers, and 6) appropriate academic services provided by the university. Student satisfaction with these factors would indirectly lead to loyalty to the university. Finally, service quality measurement through SERVQUAL was redundant as a model to measure the effect of service quality in educational service.</p> Leonnard ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2018-03-29 2018-03-29 11 1 16 21 10.7160/eriesj.2018.110103