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 class="show">all co-authors agree&nbsp;with the&nbsp;publication of the manuscript even after amendments arising from peer review;</li> <li class="show">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 class="show">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 class="show">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 class="show">submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;</li> <li class="show">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 class="show">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> Student Adoption of a Non-Traditional Teaching Method in Accounting: How Previous Experience Impedes Willingness to Change https://www.eriesjournal.com/index.php/eries/article/view/206 <p style="text-align: justify;">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.</p> Irena Stejskalová Lenka Komárková Martina Bednářová Pavel Štrach ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-04-02 2019-04-02 12 1 01 11 10.7160/eriesj.2019.120101 Tracking the University Student Success: Statistical Quality Assessment https://www.eriesjournal.com/index.php/eries/article/view/221 <p style="text-align: justify;">Higher education institutions are continually striving to make education relevant to the working environment students will encounter upon graduation. One of the tools for enhancing an institution’s quality and sufficiently informing students about their outcomes and learning opportunities is a quality assessment. Quality assessment is a long process which establishes measurable student learning outcomes, then analyses and interprets them. This enables students to receive feedback on their learning and helps them to improve their performance. The authors’ objective was to gather empirical data on students´ learning in order to improve the process of learning and to refine study programmes. A longitudinal study was used to observe students’ performance and outcomes from entrance exams to state exams. Statistical analysis revealed that there is a correlation between the results of the admission tests and the study results, especially the connection between the results of the entrance test and the chance of successful completion of studies. No statistically significant correlation was found between the overall results of military students’ studies. An interesting issue is a comparison between military and civilian students, as well as civilian students´ results. As a continuous process, assessment of students’ performance was observed up until the Final State Examination.</p> Ivana Čechová Jiří Neubauer Marek Sedlačík ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-04-02 2019-04-02 12 1 12 25 10.7160/eriesj.2019.120102 Education and Business as a key topics at the Instagram posts in the area of Gamification https://www.eriesjournal.com/index.php/eries/article/view/231 <p style="text-align: justify;">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&nbsp; 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.</p> Ladislav Pilar Pavel Moulis Jana Pitrová Petr Bouda George Gresham Tereza Balcarová Stanislav Rojík ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-04-02 2019-04-02 12 1 26 33 10.7160/eriesj.2019.120103