European Journal of Economics, Finance and Administrative Sciences Research (EU-JEM)
is the official
journal of the European Economic and Management Research Association in UK and Europe.
European Research on Management and Business Economics (EUJEM) was born in 1995 as Investigaciones Europeas de Dirección y Economía de la Empresa (IEDEE). The journal is published by the European Academy of Management and Business Economics (EUJEM) under this new title since 2016, it was indexed in SCOPUS in 2012 and in Thomson Reuters Emerging Sources Citation Index in 2015. From the beginning, the aim of the Journal is to foster academic research by publishing original research articles that meet the highest analytical standards, and provide new insights that contribute and spread the business management knowledge.
ERMBE is an international peer-reviewed open access journal. The articles published are related to any specialities in the fields of Business Economics (accounting, business management, finance, human resource management, marketing, operations management, organization theory, strategic management, etc.). The target audience is constituted by academics and researchers belonging to any university and by professionals and executives from the business world.
The journal has been awarded in 2014 by the FECYT (Fundación Española de Ciencia y Tecnología / Spanish Foundation of Science and Technology) with the Certificate Quality of Excellence, obtained in the annual call for scientific and editorial quality of the Spanish scientific journals.
EU-JEM has just been indexed in
and research databases.
EU-JEM is member of .
All submissions should be made via email: editorbsne.ch
- Scientific Creativity: The Missing Ingredient in Slovenian Science Education
- Concepts of Plants Held by Young Brazilian Children:An Exploratory Study
AB. Bartoszeck, C.R. Cosmo, B.R. da Silva-BRAZIL, S.D. Tunnicliffe-UK
- Learning to teach for social justice as a cross cultural concept: Findings from three countries
M.Cochran-Smith-USA, L. Ludlow-USA, F. Ell-New Zealand, M. O'Leary-IRELAND, S. Enterline-USA
- Measuring Teaching Best Practice in the Induction Years
L. Kingsley & W. Romine-USA
- A reflection on distorted views of science and technology in science textbooks as obstacles to the improvement of students’ scientific literacy
F.M. Calado, F.X. Bogner- GERMANY
- The Open-Ended Approach Framework
- Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?
E. Fredua-Kwarteng & F. Ahia- CANADA
- Patterns of parental involvement in selected OECD countries: Cross-national analyses of PISA
- Desirable Attributes and Practices for Mentees: Mentor Teachers’ Expectations
- How to train good teachers in Finnish universities? Student teachers’ study process and teacher educators’ role in it
S.Uusiautti, K. Maatta- FINLAND
- Pre-Vocational Education in Seven European Countries
M. Pilz, S. Berger-GERMANY, R.Canning-UK
- Flexible Delivery Approach in Architecture and Construction Management Course
- Classroom Management and Loss of Time at the Lesson Start
- The Beneficial Effects of Non-received Choice
A. Meyer, I. Meyer-Ahrens & M. Wilde-GERMANY
- Emotion and Education. Reflecting on the Emotional Experience Emotion and Education
- Satisfaction from Academic Activities among Medical Students in Malaysia
RA Al-Naggar-MALAYSIA & YV Bobryshev-AUSTRALIA
- Gender and Learner Characteristics
H. Hindal- BAHREYN, N. Reid & R. Whitehead-SCOTLAND
- Cost Sharing in Zambia’s Public Universities: Prospects and Challenges
G. Masaiti & H. Shen-CHINA
- How In-Service Teachers Perceive Neuroscience as Connected to Education
AB Bartoszeck & FK Bartoszeck-BRAZIL
- Changes in and the Relationship between Language Learning Motivation and Self-concept
- An Event-Related Potentials Study of Mental Rotation in Identifying Chemical Structural Formulas
Chin-Fei Huang & CJ Liu-TAIWAN