Suchergebnisse

This paper discusses the experiences of the implementation of LEADER approach from the perspective of effectiveness, efficiency and sustainability. In the late 1980s, the EU's rural development policy shifted towards endogenous development, as introduced into the practice of rural development in the framework of the LEADER programme. The LEADER as the new model of rural development policy, the new paradigm of development focuses on participation, cooperation and utilization of the local resources. The basic institutions of implementation of the LEADER programme are the LAGs (Local Action Groups as local partnerships), which have a great role in the local development with their proactive operation. The impact assessment of the implementation of the LEADER approach showed that in spite of several positive examples, there are many factors which hinder the wide adoption of the features of the programme into practice, thus realization of results and impacts expected from it in the process of local development. Therefore, it is absolutely necessary to maintain and strengthen the factors of success and to avoid factors which weaken or hinder the effective adaptation of the method. Thereby it can be hoped that the possibilites provided by the LEADER approach can be utilized in the local rural development.

Purpose
Increasing the need for education for sustainable development in universities requires an understanding of the predictors of students' environmental concern (EC). In this paper, the authors focus on the EC of business students because of their future responsibility for business operations regarding the exploitation of natural resources. The aim of the study is to examine the predictors of business students' environmental concern.


Design/methodology/approach
Based on the Norm Activation Model as the theoretical framework, this study hypothesizes the model of EC with two main predictors: ascription of responsibility for the environment (AOR), driven by locus of control and self-efficacy (LC/SE), and awareness of positive consequences of consumption reduction on the environment (AOC), driven by perceived environmental knowledge. Structural equation modelling was applied to confirm the conceptual model based on the responses of business students from six countries (Czech Republic, Croatia, Hungary, Poland, Slovakia and Spain) collected through an online survey.


Findings
The environmental concern of business students is predicted both by the ascription of responsibility and by awareness of consequences; however, the ascription of responsibility is a stronger predictor of EC. A strong impact was found for internal locus of control and self-efficacy on AOR, as well as a weaker influence of perceived environmental knowledge on AOC.


Originality/value
Sustainability education dedicated to business students should provide environmental knowledge and strengthen their internal locus of control and self-efficacy in an environmental context.