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This paper investigates the priorities governing large companies in an emerging market regarding corporate social performance (CSP). The authors propose profile patterns of responsible managerial behavior and a framework for evaluating CSP relying on stakeholder theory. The study relies on a statistical analysis which is designed to examine the significance of corporate social responsibility (CSR) practice as it emerges from company business strategies. Taking the form of an empirical study involving 87 managers, this work relies on the cluster analysis theory, identifying six behavioral patterns when considering CSR practices: “lethargic”, “compliant, “pragmatist”, “auditor”, “formalist”, and “performer”. The cluster typology indicates the complexity of CSR practices and highlights the role of CSR in company strategy development. The proposed assessment model is intended to empower CSP diagnosis, while supporting management towards achieving sustainable growth.
Cătălina Silvia Crișan-Mitra; Liana Stanca; Dan-Cristian Dabija. Corporate Social Performance: An Assessment Model on an Emerging Market. Sustainability 2020, 12, 4077 .
AMA StyleCătălina Silvia Crișan-Mitra, Liana Stanca, Dan-Cristian Dabija. Corporate Social Performance: An Assessment Model on an Emerging Market. Sustainability. 2020; 12 (10):4077.
Chicago/Turabian StyleCătălina Silvia Crișan-Mitra; Liana Stanca; Dan-Cristian Dabija. 2020. "Corporate Social Performance: An Assessment Model on an Emerging Market." Sustainability 12, no. 10: 4077.
Successful teaching and learning in higher education is currently associated with the use of new information and communication technologies. Learning/learner-centered practice and research have put increased emphasis on active, self-regulated and, lately, social learning. Social constructivist theoreticians and practitioners have investigated how successful learning is supported and stimulated by discussing, sharing, collaborating and contributing knowledge in Web 2.0/social media environments where peers and teachers are just one click away. In 2015, the authors investigated students’ perceptions of extending the activity on Facebook, revealing that students active on Facebook perform better on the learning management platform, having superior learning outcomes. Consequently, a Facebook closed group was attached to the language learning course as a space of communication and informal learning where students may actively contribute and interact with their peers and teacher. The present research aims to find out whether this space allows for active and interactive learning, while triggering better engagement with course content. Students’ reported motivation, frequency and ease of use of their Facebook activity are compared with their real activity in the group. Data are collected by means of the questionnaire validated in the previous study and Facebook data. The results are expected to contribute to existing empirical data on the benefits and challenges of using social media for educational purposes, for active learning beyond the classroom and suggest possible changes in pedagogical design to ensure higher levels of engagement and correlation with academic success.
Liana Stanca; Cristina Felea. Facebook Groups in Teaching English for Specific (Academic) Purposes - Active Learning Beyond the Classroom. Transactions on Petri Nets and Other Models of Concurrency XV 2016, 253 -260.
AMA StyleLiana Stanca, Cristina Felea. Facebook Groups in Teaching English for Specific (Academic) Purposes - Active Learning Beyond the Classroom. Transactions on Petri Nets and Other Models of Concurrency XV. 2016; ():253-260.
Chicago/Turabian StyleLiana Stanca; Cristina Felea. 2016. "Facebook Groups in Teaching English for Specific (Academic) Purposes - Active Learning Beyond the Classroom." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 253-260.
The current study draws on the use of Web 2.0 tools to teach advanced computer skills in a Romanian blended undergraduate economics course program. A meta-attribute structure is created using questionnaires and data generated by Web 2.0 tools. The main objective is to provide information on students’ engagement behavior on a Moodle platform. Several patterns are obtained by means of applying classification algorithm characteristic to the studied context. The receiver operating characteristic (ROC) regression analysis is used to validate the result, outlining the profile of an actively engaged student. Next, a comparison is made with a similar analysis performed earlier by authors on data gathered from a language course delivered on a wiki platform. The implications of the study are that Web 2.0 tools benefit the learning process on condition that social learning design is incorporated and more emphasis is put on the pedagogical aspects; moreover, teachers may distribute students into groups and focus on those who require more attention to develop the necessary attributes in such an environment.
Liana Stanca; Cristina Felea. Student Engagement Pattern in Wiki- and Moodle-Based Learning Environments—A Case Study on Romania. A Theory of Creative Thinking 2015, 165 -171.
AMA StyleLiana Stanca, Cristina Felea. Student Engagement Pattern in Wiki- and Moodle-Based Learning Environments—A Case Study on Romania. A Theory of Creative Thinking. 2015; ():165-171.
Chicago/Turabian StyleLiana Stanca; Cristina Felea. 2015. "Student Engagement Pattern in Wiki- and Moodle-Based Learning Environments—A Case Study on Romania." A Theory of Creative Thinking , no. : 165-171.
Liana Maria Stanca; Ramona Lacurezeanu. Continuous Training Possibilities in a Company Through Blended Learning. Annals of the Alexandru Ioan Cuza University - Economics 2012, 59, 1 .
AMA StyleLiana Maria Stanca, Ramona Lacurezeanu. Continuous Training Possibilities in a Company Through Blended Learning. Annals of the Alexandru Ioan Cuza University - Economics. 2012; 59 (2):1.
Chicago/Turabian StyleLiana Maria Stanca; Ramona Lacurezeanu. 2012. "Continuous Training Possibilities in a Company Through Blended Learning." Annals of the Alexandru Ioan Cuza University - Economics 59, no. 2: 1.