Examinando por Autor "Azanza, Garazi"

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    Empowering university lecturers in the digital age: exploring the factors influencing the use of digital technologies in higher education
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-07) Azanza, Garazi; Korres, Oihane; Paños Castro, Jessica; Petchamé Sabartés, Josep
    In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers.
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    Ítem
    Resistance to profem employer messages in talent attraction: the case of employer femvertising campaigns on LinkedIn
    (USC Annenberg Press, 2024-08-12) Azanza, Garazi; Ronda González, Lorena; Sanz Garrido, Begoña
    This study examines the phenomenon of resistance toward employer femvertising messages among recent university graduates. Building upon existing literature on employer branding, femvertising, and antifeminist resistances, this study contributes to existing scholarship by providing an exploration into resistances toward those advertising initiatives that aim to challenge gender stereotypes and promote workplace inclusivity. Qualitative data from two focus groups involving 16 participants was analyzed through thematic analysis. Results indicate ambivalence, as profemale messages generated resistance, while participants still valued companies highlighting favorable conditions for women’s professional development. The resistance primarily involved questioning the credibility of the companies behind the ads and doubting the genuineness of their gender equality intentions. The findings suggest specific recommendations for implementing an efficient employer femvertising strategy, such as providing specific data and measures supporting gender equality , aligning messages with company values, and avoiding performative support. These guidelines would enable companies to effectively communicate their gender equality initiatives, creating persuasive messages to achieve their goal of attracting female talent.