https://hdl.handle.net/2072/453035 Fri, 03 Apr 2026 19:07:09 GMT 2026-04-03T19:07:09Z https://hdl.handle.net/10256/27199 Drivers of Tipping Behaviour in Restaurants: The Case of Croatia Rimac, Ina; Pranić, Ljudevit; Jurić, Ena Tipping in the hospitality industry is a widespread but under-researched phenomenon, particularly in regions where cultural, economic, and social dynamics diverge from established norms. This study explores the critical role of consumer-perceived value in shaping tipping behaviour in the restaurant industry, specifically focusing on Croatia - a context where unique cultural, economic, and social dynamics influence tipping practices. Analysing data from 438 Croatian residents, the study reveals how service dimensions - such as food quality, ambiance, service convenience, and server quality - intersect with demographic characteristics and payment methods to influence tipping practices and WoM recommendations. The research situates Croatia's tipping practices within the broader framework of tourism innovation, emphasizing the interplay of legislative reforms (such as the introduction of card-based tipping), operational advancements (such as the integration of digital payment systems), and evolving cultural norms. These innovations enhance the dining experience for both locals and international tourists, aligning local hospitality practices with global standards. The findings underscore how transitional economies can leverage these combined innovations to strengthen their competitiveness in the global tourism market while fostering positive tourist perceptions Wed, 30 Apr 2025 00:00:00 GMT https://hdl.handle.net/10256/27199 2025-04-30T00:00:00Z https://hdl.handle.net/10256/27175 Spanish Hospital Cost Network Database: building a national benchmark from cost accounting practices Carreras Pijuan, Marc; Buj Gómez, Elisabet; Guerrero Salinas, Rocio; Núñez García, Mónica; Oliveras Alsina, Pere; Pons Cuni, Judit; Cots, Francesc Background Crucial input for a wide range of healthcare management decisions is cost information: pricing services, benchmarking etc., as well as the economic evaluation of health technologies and policies all require accurate cost data and exactly where to find such cost information remains a critical issue. The aim of this article is to describe the Spanish Hospital Cost Network Database characteristics and the underlying cost accounting criteria. Construction and content The database includes episode-level cost information from of 34 Spanish hospitals, representing 11% of the Spanish National Health System in 2021 (n = 4,788,080 episodes collected since the creation of the network in 2008). Each episode is described according to a vector containing clinical variables, administrative variables and cost components. Key assumptions include full costs, combination of top-down and bottom-up microcosting and Time-Driven Activity-Based Cost allocation. Utility and discussion The main output of the RECH dataset is the distribution of costs for a previously userdefined episode of care. Cost statistics, length of stay statistics and the detail of cost components are presented for six example episodes: Breast cancer surgery, Child delivery, Coronary artery bypass, Covid-19, Hip replacement and Inguinal hernia surgery. The fundamental methodological assumptions of the Spanish Hospital Cost Network Database are consistent with those from the HealthBASKET and EuroDRG projects. The results of the dataset are freely available. Conclusions The need to improve cost information is well defended from different perspectives in the literature. Throughout this work we have presented the methodologies underpinning the RECH project Thu, 03 Jul 2025 00:00:00 GMT https://hdl.handle.net/10256/27175 2025-07-03T00:00:00Z https://hdl.handle.net/10256/27025 Análisis combinado del clima académico y el ABP: Influencia en el engagement universitario Amadó Codony, Anna; Alsina i Tarrés, Miquel; Senar Morera, Fernando; Llop Escorihuela, Esther; Verdaguer Planas, Marta; Comas Matas, Joaquim; Gutiérrez del Moral, María Jesús; Ballester Ferrando, David; Rodríguez-Roda Layret, Ignasi; Rostán Sánchez, Carles; Terradellas, M. Rosa; Benito Mundet, Helena This paper explores the influence of two contextual variables, academic climate and the active learning methodology Problem-Based Learning (PBL), on university students' engagement, considering engagement as an indicator of teaching effectiveness. Additionally, the effect of PBL was analyzed based on the institution's level of commitment to this methodology. Secondarily, the effect of two individual variables, gender and university admission scores, on student engagement was also examined. A cross-sectional quantitative study was conducted with 1376 university students who completed questionnaires on engagement and academic climate. The engagement survey also collected sociodemographic data and information on whether PBL was applied in the course or integrated into the curriculum. ANOVA, regression models, and moderation analyses were used to examine the relationships between variables. The results show that classroom climate is a determining factor in engagement, while the PBL methodology only enhances engagement when there is a favorable climate. Furthermore, it was observed that women present higher levels of engagement than men, while the university admission grade does not appear to have a significant impact. The study concludes that classroom climate is essential for promoting engagement, especially when active methodologies like PBL are implemented. The absence of a direct effect of the PBL methodology on engagement highlights the need for a positive classroom environment to maximize its effectiveness; O presente trabalho explora a influência de duas variáveis contextuais, o ambiente académico e a metodologia ativa de Aprendizagem Baseada em Problemas, no engagement dos estudantes universitários, tomando este último como indicador da eficácia docente. Para além disso, o efeito da ABP foi analisado em termos do envolvimento da instituição com a metodologia. Em segundo lugar, foi também examinado o efeito de duas variáveis individuais, o género e a classificação de acesso à universidade, no engagement. Foi realizado um estudo quantitativo transversal com 1376 estudantes universitários que preencheram um questionário sobre engagement e outro sobre ambiente académico. O questionário incluía dados sociodemográficos e recolhia informações sobre a utilização da ABP na disciplina ou no plano de estudos. Foram aplicadas análises ANOVA, modelos de regressão e análises de moderação para estudar a relação entre variáveis. Os resultados demonstram que o ambiente na sala de aula é um fator determinante do engagement e que, por sua vez, a metodologia ABP só potencia o engagement quando existe um ambiente favorável. Além disso, observou-se que as mulheres têm níveis de engagement mais elevados do que os homens, enquanto a classificação de acesso não parece ter um impacto significativo. O estudo conclui que o ambiente académico é fundamental para promover o engagement, especialmente quando são implementadas metodologias ativas como a ABP. O bom ambiente na sala de aula potencia o efeito da ABP no engagement e realça a necessidade de um ambiente positivo para maximizar a eficácia desta metodologia de ensino; El presente trabajo explora la influencia de dos variables contextuales, el clima académico y la metodología activa Aprendizaje Basado en Problemas, en el engagement de los estudiantes universitarios, tomando este último como indicador de la eficacia docente. Además, se analizó el efecto del ABP en función de la implicación de la institución con la metodología. Secundariamente, también se examinó el efecto de dos variables individuales, el género y la nota de acceso a la universidad, en el engagement. Se llevó a cabo un estudio cuantitativo transversal con 1376 estudiantes universitarios que completaron un cuestionario sobre engagement y otro sobre clima académico. El cuestionario incluía datos sociodemográficos y recogía información sobre el uso del ABP en la asignatura o el plan de estudios. Se aplicaron análisis ANOVA, modelos de regresión y análisis de moderación para estudiar la relación entre variables. Los resultados muestran que el clima del aula es un factor determinante del engagement y que, a su vez, la metodología ABP solo potencia el engagement cuando existe un clima favorable. Además, se observó que las mujeres presentan niveles más altos de engagement que los hombres, mientras que la nota de acceso no parece tener un impacto significativo. El estudio concluye que el clima académico es fundamental para promover el engagement, especialmente cuando se implementan metodologías activas como el ABP. El buen clima del aula potencia el efecto del ABP sobre el engagement, y pone de relieve la necesidad de un entorno positivo para maximizar la efectividad de esta metodología docent Mon, 30 Jun 2025 00:00:00 GMT https://hdl.handle.net/10256/27025 2025-06-30T00:00:00Z https://hdl.handle.net/10256/26954 It is very clear what improves educational results and what does not Flecha, Ramon; Valls, Rosa; Puigvert, Lídia; Soler Gallart, Marta; Botton, Lena de; Díez Palomar, Francisco Javier; Aubert Simon, Adriana; Campdepadrós Cullell, Roger; Villarejo, Beatriz; Roca Campos, Esther; Munté i Pascual, Ariadna; Zubiri-Esnaola, Harkaitz; López de Aguileta, Garazi; Olabarria, Ane; Alzaga, Aitor; Bordanoba-Gallego, Lidia; López de Aguileta, Ane The scientific literature has demonstrated Successful Educational Actions (SEAs) as those that achieve the greatest success in instrumental learning, well-being, and overcoming violence. However, the longitudinal evolution of such actions in a set of schools implementing the same SEAs in one region has not been studied. This research addresses this gap by conducting two comparative analyses in Catalonia: 1) comparing the results in standardized tests from a specific school that has implemented SEAs since 2017 with the results in the same tests in all schools in Catalonia; and 2) comparing the results in standardized tests from schools that implement the same SEAs with the results in the same tests in all schools in Catalonia. Moreover, interviews have been conducted with teachers, family members and students from the specific school. Results indicate this school's outcomes in mathematics and language have improved in time, exceeding the average in Catalonia despite being a low-SES school with a significant immigration rate. Similar improvements have been observed in the ten schools, but not in Catalonia. Furthermore, qualitative data reveal that the improvements in the specific school's instrumental areas have coincided with a positive improvement towards achieving zero violence, also as a result of the SEAs; This study draws on the knowledge created by the coordinator team of the project REVERS-ED. Trends on educational inequalities over time and successful interventions that contribute to reverse them, selected and funded by the European Commission under the Grant Agreement N. 101132470 and has been conducted in agreement with: TeachXevidence. Preventing gender-based violence in schools based on scientific evidence with social impact, selected and funded by the European Commission, Grant Agreement N. 101096234; Rom21. Roma Women leading communities' transformation, selected and funded by the Spanish Ministry of Science and Innovation, reference number PID2020-117098RA-I0; La argumentación práctica del profesor al reflexionar sobre secuencias didácticas interdisciplinares que incorporan las nuevas tendencias sobre la enseñanza de las matemáticas, selected and funded by the Spanish Ministry of Science and Innovation, reference number PID2021-127104NB-I00; and ENHANC-ED. Improving education for all in plural, pluricultural and multilingual contexts, selected and funded by the Spanish Ministry of Science, Innovation and Universities, reference number PID2023-152450OB-I00 Sun, 15 Jun 2025 00:00:00 GMT https://hdl.handle.net/10256/26954 2025-06-15T00:00:00Z