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Transcendent Teacher Learner Relationships
Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition) explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained.
eBook
Professors on the Board: Do They Contribute to Society Outside the Classroom?
According to our data, 38.5 % of S&P 1500 firms have at least one professor on their boards. Given the lack of research examining the roles and effects of academic faculty as members of boards of directors (professor-directors) on corporate outcomes, this study investigates whether firms with professor-directors are more likely to exhibit higher corporate social responsibility (CSR) performance ratings. Results indicate that firms with professor-directors do exhibit higher CSR performance ratings than those without. However, the influence of professor-directors on firm CSR performance ratings depends on their academic background—the positive association between the presence of professor-directors and firm CSR performance ratings is significant only when their academic background is specialized (e.g., science, engineering, and medicine). Finally, this positive association weakens when professor-directors hold an administrative position at their universities.
Journal Article
ACKNOWLEDGEMENT TO THE REVIEWERS
The subject matters of the research studies conducted in the manuscripts belong to the significant fields of economics, business economics, management and the thematic fields complementary with them. Given the fact that the Journal's editorial policy is directed towards the continuous improvement of the quality of the published manuscripts, the reviewers\" constructive comments helped the Editorial Board to make decisions on the acceptance of the papers to be published and in their categorization. Cyril and Methodius University in Skopje, North Macedonia; Dr Davorin Balaz, Senior Teaching Assistant, Faculty of Economics, University of Rijeka, Republic of Croatia; Dr Antun Bilos, Full Professor, Faculty of Economics in Osijek, Josip Juraj Strossmayer University of Osijek, Republic of Croatia; Dr Zoran Borovi, Associate Professor, Faculty of Economics, University of Banja Luka, Republic of Srpska; Dr Aleksandra Boskovic, Assistant Professor, Faculty of Economics, University of Kragujevac, Serbia; Dr Milos Bozovic, Full Professor, Faculty of Economics and Business, University of Belgrade, Serbia; Dr Filip Bugarció, Research Associate, Faculty of Economics, University of Kragujevac, Serbia; Lassad Ben Dhiab, PhD, Assistant Professor, Higher Institute of Management of Gabes, Tunisia; Dr Stefan Vrzina, PhD Assistant, Faculty of Economics, University of Kragujevac, Serbia; Dr Dragomir Dimitrijevi, Associate Professor, Faculty of Economics, University of Kragujevac, Serbia; Dr Marko Dogo, Associate Professor, Faculty of Economics Pale, University of East Sarajevo, Republic of Srpska; Dr Nenad Doki, Associate Professor, Faculty of Economics in Subotica, University of Novi Sad, Serbia; Dr Suzana Duki, Full Professor, Faculty of Economics, University of Ni5, Serbia; Dr Maria Dzuni, Full Professor, Faculty of Economics, University of Ni5, Serbia; Dr Ljupcho Eftimov, Full Professor, Faculty of Economics, Ss.
Journal Article
ChatGPT—A Challenging Tool for the University Professors in Their Teaching Practice
ChatGPT has aroused the users’ interest and provoked educators, researchers, and educational institutions about its role in education. Its proper integration into education can support teaching and learning activities and highlight the benefits of digital technologies. ChatGPT can be an intelligent learning assistant for learners and educators, supporting personalized and adaptive learning. At the same time, ChatGPT can be used unfairly and unethically, which causes severe concerns among educators, educational institutions, and society. Educators’ attitudes regarding their application, expectations, and concerns are very important in the emergence and introduction of new technological tools in education. The current paper aims to explore the opinion of university professors at a Bulgarian university regarding the possibilities and challenges of ChatGPT in carrying out teaching activities. The findings of the conducted survey show that university professors from Trakia University in Bulgaria have an overall positive attitude regarding the implementation of ChatGPT in their teaching practice (41.4%). They perceive ChatGPT as a means to support time-consuming teaching activities (60.9%), provoke interest, activate and engage learners (59.8%), and stimulate their critical thinking and creativity (47.1%). In parallel, the university professors are concerned about possible risks of its unethical use that threaten the validity and fairness of assessment practices. The most severe problem for them is the danger that learners will completely trust ChatGPT without checking the authenticity of the generated texts (73.6%), which can negatively affect the acquisition of knowledge and skills.
Journal Article
