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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 March 2022) | Viewed by 40028

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Special Issue Editors

Prof. Dr. Samo Bobek

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Chief Guest Editor

Department of E-Business, Faculty of Economics and Business, University of Maribor, SI-2000 Maribor, Slovenia
Interests: e-business; e-learning; digital transformation; digital marketing
Special Issues, Collections and Topics in MDPI journals

Dr. Simona Sternad Zabukovsek

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Assistant Guest Editor

Department of E-Business, Faculty of Economics and Business, University of Maribor, SI-2000 Maribor, Slovenia
Interests: acceptance of business information systems; digital marketing; digital transformation; e-business; e-learning
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Prof. Dr. Jarmila Zimmermannová

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Assistant Guest Editor

Department of Sustainable Development, Moravian Business College Olomouc, 77900 Olomouc, Czech Republic
Interests: economic policy; economic instruments of environmental policy; sustainability
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Teaching paradigms in the area of economic and business studies are changing, and therefore, learning approaches developed by educators are transforming accordingly with recent developments. There are two major areas of change. Teaching is becoming more and more technology-enabled, not only based on e-learning solutions and platforms but also enhanced with the use of solutions and tools used to make the content of the courses more real-life-oriented. Solutions and tools used are business solutions (e.g., enterprise resource planning (ERP) solutions and customer relationship management (CRM) solutions ), solutions from other disciplines like GIS that support spatial analysis of economic data, and tools used to implement recent gaming approaches to economic and business studies. Technology-enabled learning in business studies is closely connected with interdisciplinary competencies built among students using different solutions and tools, many of which come from other disciplines.

On the other hand, technology-enabled learning develops the digital skills of students. To achieve better results and sustainable study programs, these technologies and solutions used to have to be accepted by educators and by students on the advanced level. Moreover, such technologies also have positive environmental effects. There is a need for further understanding of innovative technology-enabled teaching approaches and best practices to facilitate higher attitudes of educators and students.

The topics of this issue include, but are not limited to, the following:

Digital transformation of economic/business studies;
E-learning approaches and technologies;
Interdisciplinary competencies in economic/business studies;
ERP-solution-enabled teaching;
CRM-solution-enabled teaching;
Spatial analysis of economic data in teaching;
Tools and technologies for gaming approach in economic/business studies;
Technology-enabled teaching acceptance;
Student attitudes toward technology-enabled learning;
Environmental aspects of e-learning and digital transformation of economic/business studies;
Multidisciplinary approaches for sustainable study programs.

Prof. Dr. Samo Bobek
Chief Guest Editor

Prof. Dr. Simona Sternad Zabukovsek
Prof. Dr. Jarmila Zimmermannová
Assistant Guest Editors

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

interdisciplinary learning
technology-enabled learning
digital transformation
technology acceptance
business and economics studies

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Published Papers (10 papers)

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Editorial

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6 pages, 224 KiB

Open AccessEditorial

Special Issue: Technology-Enabled Interdisciplinary Learning in Economic/Business Studies

by Samo Bobek, Jarmila Zimmermannová and Simona Sternad Zabukovšek

Sustainability 2023, 15(3), 1976; https://doi.org/10.3390/su15031976 - 20 Jan 2023

Viewed by 1409

Abstract

Recent developments are transforming teaching paradigms in the area of business and economic studies [...] Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

Research

Jump to: Editorial

19 pages, 3855 KiB

Open AccessArticle

Best Practice of Using Digital Business Simulation Games in Business Education

by Jindra Peterková, Zuzana Repaská and Lenka Prachařová

Sustainability 2022, 14(15), 8987; https://doi.org/10.3390/su14158987 - 22 Jul 2022

Cited by 7 | Viewed by 4528

Abstract

Information technologies play an important role in designing new ways of teaching, and, at the same time, the globalization of the business world affects the quality of human capital that the corporate sector requires. Apart from theoretical business understanding, multidisciplinary knowledge is also needed. Business simulation games belong among suitable educational tools, which are able to respond to contemporary business requirements and the requirements of students. Business simulation games provide a useful tool for experiential learning by university students studying business programs. For the effective development of students’ competencies in economic and managerial fields of study, it is necessary to apply appropriate steps in the implementation of simulation games and to understand the experience of students in the use of games in the teaching process. For that purpose, best practice for business simulation games has been determined. This introduced best practice includes description of the benefits from realized simulation games, from the lecturer point of view. A realized survey focused on the main benefits considered by students who completed the subject Managerial Simulation Game. The students’ approach to the implemented simulation games was gradually monitored over the course of five academic years. Research samples contain 148 students from the first year of a master’s study program. Our survey showed that the subject is more beneficial for students for their further study than for their future professions. At the same time, the vast majority of students perceive simulation games as a useful and interesting way to verify the dependencies between economic variables. To strengthen analytical skills, it is necessary to introduce tasks that support working with economic data through simulation games. The novelty of the paper consists of mapping the benefits from the implemented simulation games for the student’s own person, categorizing the identified benefits into six groups with the same characteristics, and, at the same time, implementing the research for students attending private and public schools. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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25 pages, 957 KiB

Open AccessArticle

Attractiveness of Collaborative Platforms for Sustainable E-Learning in Business Studies

by Simona Sternad Zabukovšek, Zdenko Deželak, Silvia Parusheva and Samo Bobek

Sustainability 2022, 14(14), 8257; https://doi.org/10.3390/su14148257 - 6 Jul 2022

Cited by 5 | Viewed by 4393

Abstract

E-learning platforms have become more and more complex. Their functionality included in learning management systems is extended with collaborative platforms, which allow better communication, group collaboration, and face-to-face lectures. Universities are facing the challenge of advanced use of these platforms to fulfil sustainable learning goals. Better usability and attractiveness became essential in successful e-learning platforms, especially due to the more intensive interactivity expected from students. In the study, we researched the user experience of students who have used Moodle, Microsoft Teams, and Google Meet. User experience is, in most cases, connected with a person’s perception, person’s feelings, and satisfaction with the platform used. Data were collected using a standard UEQ questionnaire. With this research, we examined whether user experience factors: perceived efficiency, perceived perspicuity, perceived dependability, perceived stimulation, and perceived novelty affect perceived attractiveness, which is an important factor in the sustainability of e-learning tools. The collected data were processed using SmartPLS. The research study showed that all studied factors have a statistically significant impact on perceived attractiveness. Factor perceived stimulation has the strongest statistically significant impact on the perceived attractiveness of e-learning platforms, followed by perceived efficiency, perceived perspicuity, perceived novelty, and perceived dependability. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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17 pages, 9170 KiB

Open AccessArticle

Combined Small- and Large-Scale Geo-Spatial Analysis of the Ruhr Area for an Environmental Justice Assessment

by Nicolai Moos, Carsten Juergens and Andreas P. Redecker

Sustainability 2022, 14(6), 3447; https://doi.org/10.3390/su14063447 - 15 Mar 2022

Cited by 2 | Viewed by 2483

Abstract

This paper investigates spatial relationships regarding the accessibility of urban green space, the overall yearly vitality of the surrounding vegetation, and additional indicators such as air and noise pollution, in urban areas. The analysis uses socio-economic data sets derived from a sophisticated disaggregation approach. It results from applying a new tool that processes data from coarse and small-scale data sets to smaller spatial units in order to derive more fine-grained insights into the characteristics of the smallest suburb. The consequent data sets are then augmented by comprehensive raster-based accessibility network analysis and the incorporation of measured data on air and noise pollution. Gaining an overview over the whole area on the one hand, and looking at smaller city districts in detail on the other, unveils whether there is an imbalance regarding all combined indicators. After correlating two socio-economic indicators, a spatial comparison of the preliminary results determines whether this approach reveals neighborhoods wherein residents of a lower socio-economic status are exposed to multiple threats at once. As a result, the paper presents a workflow to obtain a broader and, at the same time, more small-scale overview of polycentric agglomeration. Simultaneously, it provides a large-scale insight into single sites, right down to the city block level. Consequently, this study provides a sophisticated approach that helps to assess the quality, quantity and characteristics of the specific spatial distribution of environmental justice in small- to large-scale urban areas at a glance. The results help to identify regions of inequalities and disadvantages. They allow for querying additional values assigned to large-scale spatial units. These versatile variables provide a means to reveal other noticeable indicators. Furthermore, this entails the opportunity to evaluate the distinct living conditions of locally affected demographic groups, and improve them with tailored approaches. Finally, the results can enhance the perception of these living conditions, and be used to promote the capacity for organizing the lives of the respective residents more sustainably, helping the neighborhood to grow accordingly. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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20 pages, 1657 KiB

Open AccessArticle

E-Learning: Direct Effect of Student Learning Effectiveness and Engagement through Project-Based Learning, Team Cohesion, and Flipped Learning during the COVID-19 Pandemic

by Muhammad Umar and Ilsang Ko

Sustainability 2022, 14(3), 1724; https://doi.org/10.3390/su14031724 - 2 Feb 2022

Cited by 36 | Viewed by 9077

Abstract

The cross-impact of project-based learning, team cohesion, and flipped learning was investigated by examining their direct effects on student learning effectiveness, engagement, and engagement effects on learning effectiveness. The results of hypotheses testing were achieved using hierarchical regression analysis with SPSS-25 statistical packages for data analysis. The research model was empirically verified with quantitative data collected from 247 graduate/undergraduate business students based on their own experiences, observations, and engagement. The analysis found that project-based learning (PBL) and team cohesion increased positive direct effects both in student learning effectiveness and engagement. However, flipped learning showed increased positive direct effects in student learning effectiveness and negative effects on engagement. Furthermore, the engagement (itself) had a positive direct effect on student learning effectiveness. The proposed study was performed with the intention to inform practice in terms of increasing retention and enhancing teaching along with student learning quality. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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22 pages, 1701 KiB

Open AccessArticle

Relation between Globe Latitude and the Quality of Life: Insights for Public Policy Management

by Adam Pawliczek, Joanna Kurowska-Pysz and Richard Smilnak

Sustainability 2022, 14(3), 1461; https://doi.org/10.3390/su14031461 - 27 Jan 2022

Cited by 4 | Viewed by 2415

Abstract

Life quality and its determinants represent a topic which is essential to all civilizations, past and present. This paper employs common methods for inspecting factors of correlation with the aim of assessing the influence of geographical location on life quality and happiness. After setting a stable theoretical cornerstone, the article works with the measures reported by the Human Development Index (HDI) and the World Happiness Score (WHS). The work finds and proves ties between the globe latitude of one’s dwelling and their reported life quality measures, with the main conclusion being that the quality of life measured by the HDI and WHS is spread around the globe asymmetrically regarding latitude. Following the results of the research, possible reasons such as enhanced strategic thinking and an emphasis on sounder plans for living embedded in public policy are discussed. Recommendations point toward the possibility of the global north issuing aid to the global south, not in the form of financial capital, but in the form of a knowledge transfer through technology-enabled learning as a means for uplifting global well-being. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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17 pages, 331 KiB

Open AccessArticle

The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation

by Tina Beranič and Marjan Heričko

Sustainability 2022, 14(2), 683; https://doi.org/10.3390/su14020683 - 8 Jan 2022

Cited by 23 | Viewed by 4640

Abstract

Digitalisation nowadays impacts business environments significantly. Therefore, if higher education wants to educate students properly for a successful career path, the business and economics curriculum must be enriched with innovative teaching approaches covering actual topics, such as, for example, the implementation of the ERPsim business simulation, a representative of serious games. The ERPsim business simulation is based on SAP ERP, and is aimed at teaching ERP concepts. It covers different business processes, and allows students to learn using a hands-on approach, simulating real-life scenarios. The presented research focuses on using an ERPsim business simulation as the introduction to the course. The simulation was implemented to ease the introduction of ERP and IT concepts to the business and economic oriented students. Considering the positive effects of serious games and gamification, our research was formed and focused on knowledge acquisition and future student engagement. We researched whether participation in the introductory simulation results in significant knowledge gain and impacts students’ future course engagement. The data were gathered using a self-assessment questionnaire before and after an introductory simulation. The results were highly positive, confirming many positive aspects of business simulation, among others, significant knowledge increase in the domains of business process and ERP transactions, and in the domain of technical knowledge for SAP ERP. The results confirmed that the introductory simulation is appropriate for introducing ERP concepts to newcomers, and, nevertheless, confirmed the positive impact on their intent on future course engagement. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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23 pages, 448 KiB

Open AccessArticle

Is Economic Theory, Presented in Basic Academic Textbooks, Applicable to the Digital Economy?

by Vujica Lazovic, Biljana Rondovic, Danijela Lazovic and Tamara Djurickovic

Sustainability 2021, 13(22), 12705; https://doi.org/10.3390/su132212705 - 17 Nov 2021

Cited by 4 | Viewed by 4059

Abstract

With the aim of improving modern methods for educating economists, the authors in this paper impose the following topics: What do we want to teach students, and do we teach them the right things? How transformative are our fundamental textbook bases to offer the new knowledge that the digital economy imposes? Bearing in mind previous questions, the aim of this paper is to highlight the gap that exists between economic theory and economic practice in terms of insufficient theoretical scope of the digital economy (DE) and its study, and DE’s increasing participation in global practice as an economy based on innovation and new technologies. In the analysis, the authors concentrate on two levels: (1) they analyse the specifics of DE and in that context, they evaluate the applicability of traditional economic theory; (2) they review the representation of DE in university textbooks. Based on the results, the authors conclude that DE possesses specific attributes, and it is necessary to include these as mandatory lessons in university textbooks on the level of basic studies. They suggest some areas for which economic theory should be better explained and supplemented in future research (proposing appropriate guidelines for future efforts in theoretical work). Moreover, through a systematic literature review, the authors approach 90 basic university textbooks in economics and by analysing their content, they prove that DE is not sufficiently represented in them. The results of the paper suggest that economics textbooks, and thus the curricula of basic studies, should be supplemented with chapters on the digital economy, which will affect the modernization and adequacy of theory with practice. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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19 pages, 4281 KiB

Open AccessArticle

Geospatial Data Analysis and Economic Evaluation of Companies for Sustainable Business Development—An Interdisciplinary Teaching Approach

by Jarmila Zimmermannova, Andreas P. Redecker, Michal Mensik and Carsten Juergens

Sustainability 2021, 13(20), 11245; https://doi.org/10.3390/su132011245 - 12 Oct 2021

Cited by 3 | Viewed by 2942

Abstract

Sustainable business development is connected with environmental impact, natural resources and people. This makes the location a crucial factor for the operation of a business. Therefore, a combination of both geo-spatial data analysis and traditional economic evaluation of companies are advantageous. The consideration of geolocation is beneficial with calculations for process optimizations and cost efficiency as well as ecological and social compliance. Since integrating geospatial methods into economics is a rather new interdisciplinary approach, it seems necessary to establish innovative teaching concepts for the education of experts in this field. Creating and testing such new teaching concepts based on playful learning is the idea behind the ERASMUS+ project SPATIONOMY (“Spatial exploration of economic data—methods of interdisciplinary analytics”). An interdisciplinary team of teachers educates an interdisciplinary assembled group of international students. Hence, the fields of economics/business informatics and geography/geomatics are represented by participants and staff. Based on initial lessons about basic knowledge in the connected subjects, the central elements of the teaching concept are case studies and a simulation game, each with interdisciplinary challenges. The principal aim of the project—to educate students to become specialists in spatial economics—could be achieved. This paper aims to present, evaluate and discuss the methodological approach as well as the results from the application of the simulation game. The results show that the gamification of education is worthy. Simulation game-based learning appears to be more playful and experiential compared to traditional teaching approaches. Further research in this area should focus on the students’ engagement evaluation and attitude towards sustainable behaviour in their own business. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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23 pages, 12640 KiB

Open AccessArticle

Remote Sensing for Short-Term Economic Forecasts

by Carsten Juergens, Fabian M. Meyer-Heß, Marcus Goebel and Torsten Schmidt

Sustainability 2021, 13(17), 9593; https://doi.org/10.3390/su13179593 - 26 Aug 2021

Cited by 2 | Viewed by 2419

Abstract

Economic forecasts are an important instrument to judge the nation-wide economic situation. Such forecasts are mainly based on data from statistical offices. However, there is a time lag between the end of the reporting period and the release of the statistical data that arises for instance from the time needed to collect and process the data. To improve the forecasts by reducing the delay, it is of interest to find alternative data sources that provide information on economic activity without significant delays. Among others, satellite images are thought to assist here. This paper addresses the potential of earth observation imagery for short-term economic forecasts. The study is focused on the estimation of investments in the construction sector based on high resolution (HR) (10–20 m) and very high resolution (VHR) (0.3–0.5 m) images as well as on the estimation of investments in agricultural machinery based on orthophotos (0.1 m) simulating VHR satellite imagery. By applying machine learning it is possible to extract the objects of interest to a certain extent. For the detection of construction areas, VHR satellite images are much better suited than HR satellite images. VHR satellite images with a ground resolution of 30–50 cm are able to identify agricultural machinery. These results are promising and provide new and unconventional input for economic forecasting models. Full article

(This article belongs to the Special Issue Technology-Enabled Interdisciplinary Learning in Economic/Business Studies)

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