Purpose: The objective of the study is to analyze the effect of leverage, liquidity and managerial ownership on financial distress at mining companies in Indonesia. The study also examines the moderating role of profitability on the effects of leverage, liquidity and managerial ownership on financial distress. Design/Methodology/Approach: The population of this study is 41 mining sector companies listed in Indonesian Stock Exchange in 2013-2015. There are 17 companies as the sample of the study taken by purposive sampling method; then there are 51 units of analysis which are suitable to the predetermined criteria. Data are analyzed by descriptive statistical analysis and logistic regression for inferential conclusions. Findings: The results of the study show that the leverage has a positive effect on financial distress. Then, liquidity and managerial ownership do not have any effect on financial distress. Furthermore, profitability as the moderating variable is not proven to moderate the effect of leverage and managerial ownership on financial distress. However, profitability is proven to moderate significantly the effect of liquidity on financial distress. Practical Implications: This study has the guidance and or feedback to the company management to avoid financial distress. Originality/Value: The research places profitability as the moderating variable to analyze the simultaneous effect among leverage, liquidity, managerial ownership with profitability on financial distress. Then, it takes the mining sector companies as the sample to be analysed.

Students with academic performance and soft skills should be concerned with the learning process because it is a learning achievement. This research aims to find the factors affecting academic performance and soft skills. In this pandemic, learning is done online, so interaction between students and lecturers becomes limited. The quantitative data are collected by distributing the questionnaires. The population of this study is 2nd-semester students of the Faculty of Economics, Universitas Negeri Semarang (UNNES), who use online learning from the beginning of the lecture. The population were 900 students, with a sample of 276 students. Data were tabulated and analyzed using SEM-PLS. The results showed that cognitive presence, teaching presence, and social presence positively and significantly (57.9%) affect students' academic performance, and 49.1% affect students' soft skills. The order of factors that most affect academic performance is teaching presence (41.4%), social presence (31.1%), and cognitive presence (11.7%) whereas the order of factors that most affect soft skills is social presence (48.9%), cognitive presence (11.7%), and teaching presence (11.1%). It means that the Community of Inquiry (CoI) theory can explain the magnitude of the factors on academic performance and soft skills in the good category. It is suggested that the related parties to support students to achieve better academic performance and soft skills.

Purpose: The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual classes. They should provide various and exciting media. It influences the work readiness of a teacher for higher education students. Further, nowadays, interest in becoming a teacher is declining. They prefer having another profession to being a teacher. This study analyzes the determinants of work readiness as a teacher for higher education students.Design/methodology/approach: This research uses a quantitative research model: a survey method with an influence analysis approach through structural equation modeling analysis to determine the influence of digital literacy, self-efficacy and perceptions of the teaching profession on readiness to become a teacher. The population in this study was the UNNES Economics Education students’ class of the year 2018, totaling 350 students with a total sample of 187. The data collection technique used in this research is a questionnaire with score criteria based on a Likert scale.Findings: Digital literacy and teacher professional perception play an essential role in work readiness for higher education students as a teacher. Meanwhile, self-efficacy has a positive but insignificant influence on work readiness as a teacher. One of the things that make self-efficacy have a less significant impact is the need for vicarious experience indicators in shaping student self-efficacy.Practical implications: Teaching is a noble profession. Research on work readiness as a teacher is still limited. Nowadays, only a few students are interested in being a teacher because they need more enthusiasm. The findings of this research can be an alternative solution to managerial staff at higher education to equip the students with digitalization technology, positive teacher perception and increase the students' self-efficacy.Originality/value: The study on work readiness as a teacher for higher-education students has yet to be explored. Being a teacher is an art that needs skills and competencies because teachers educate humans that have dynamic critical thinking, ideas and behaviors. This study investigates the determinants of work readiness as a teacher for higher education students in the digitalization technology era.

UNNES has a vision of becoming a conservation-oriented and internationally reputed university. It makes UNNES carries out the policies to aware and to implement the conservation values. There are 8 (eight) pillars of conservation; however, the study focuses on 5 (five) pillars which are directly on the environment. The other 3 (three) pillars relate to the culture and character conservation. The objective of the study is to understand the real condition of Students’ Environmental Conservation after implementing some conservation programs and policies conducted by UNNES. It is quantitative research taking students from UNNES (UNNES) as the population. The total population was 24,000 students and with Slovin formula; there were 393 students as the samples. Data were collected by distributing the questionnaires with 3 (three) variables; knowledge, perception, and attitudes of UNNES students on environmental conservation. Then the data were analyzed descriptively and inferentially. All data were processed using SPSS 23.5 for Windows. The results of the study showed which; 1) 52% of respondents have high knowledge on Environmental Conservation; 2) 50% of the respondents have very high perception on Environmental Conservation; 3) 61% of respondents have good attitude on Environmental Conservation; and 4) simultaneously; Knowledge students (X1) and students’ perception (X2) have effects for 66.5% on their attitudes on environmental conservation (Y). Next, the partial results of students’ knowledge (X1) had an effect for 35.9% on their attitudes on environmental conservation (Y) and students’ perception (X2) had an effect for 61.3% on their attitudes on environmental conservation (Y). It means that students already have good environmental knowledge, perception and attitudes on conservation. It is suggested to improve students’ attitudes on conservation by improving their knowledge and perception. Keywords: Knowledge, Perception, Attitude, Environmental Conservation

Collaborative learning encourages students to collaborate among students; it is one of the four 21st-century skills suggested by UNESCO. Cognitive Performance (CP) and Interpersonal Communication (IC) are the themes in the research carried out in the Business English class at the Faculty of Economics, Universitas Negeri Semarang (UNNES), which implements Online Collaborative Learning (OCL). This research is a quantitative study with a population of FE UNNES students participating in Business English. The 680 population and 252 students were sampled and calculated using the Slovin formula with a margin of error of 5%. Data will be collected using questionnaires and analyzed with SEM-PLS. The study analyzed ten hypotheses, and the results were accepted. The results showed that all these hypotheses were accepted. Behavior in OCL as an independent variable had a direct positive and significant effect on IC by 65.8%, and the effect of behavior in OCL on CP was 74.7%. It means that OCL can be alternative learning to increase CP and IC. Educators can employ OCL in the classroom to improve students' CP and IC.

Green Space has become a central awareness of higher educational institutions as it is expected to create a better atmosphere to study. This study aimed to examine the effects of students' perception of Green Space on their Academic Performance and pro-environmental behavior. It was a quantitative study; there were 705 students in the population and 256 student participants. The data were collected by distributing the questionnaire. After the questionnaire was tested for validity and reliability, the data were analyzed with SPSS version 21. The results showed that students’ perception of Green Space (X) had a positive but insignificant effect on Academic Performance(Y1). Furthermore, the Perception of Green Space (X) positively and significantly affected pro-environmental behavior (Y2). Therefore, it is recommended that higher education institutions improve their pro-environmental behavior by committing to Green Space. Then, educational institutions are concerned with other factors, such as the lecturers' competencies, interests, and passions, and the infrastructure to improve students’ Academic Performance.