The aim of the thesis is to evaluate the state of financial literacy at the Masaryk Business Academy in Rakovnik and make academic recommendations to improve financial literacy education at this school. This thesis consists of two parts. The first part explains the theoretical concepts of financial literacy and assesses the state of financial literacy in the Czech Republic. The second part is about Masaryk Business Academy in Rakovnik. There is general information about the school, teaching financial literacy and the level of comprehension with regard to financial literacy of students at this school. This part also contains suggestions to improve financial literacy at the Masaryk Business Academy in Rakovnik

The Master's thesis deals with the indebtedness of Czech households. The thesis is divided into theoretical and analytical-practical part. The theoretical part deals with the home economic activities and lending. In the analytical-practical part the author describes the evolution and structure of loans provided to households between 1993 and 2014. The debt ratio is appraisaled in relation to bank deposits, net disposable household income, GDP, national debt and compared with households in the EU. In final the author runs to the conclusion that the current level of debt of households is not any problem for the economics and that there is not any danger of the rapid growth of indebtedness nowadays. Ability to repay debts is not too high as evidenced by the increasing number of executions and personal bankruptcies. The cause of difficulties is the low financial literacy of citizens and irresponsible approach to lending for both the creditor and debtor side.

Abstract Business financing is crucial to the development and performance of small and medium enterprises (SME) in developing countries. Obtaining loans by SMEs in Jordan is vital for creating employment, reducing poverty ratio, and augmenting SMEs growth. The purpose of this qualitative multiple case study was to discover strategies SME owners use to access credit. The population comprised of 3 SME owners in Jordan who successfully accessed credit. The conceptual frameworks for this study were the social capital theory and the pecking order theory. Data were gathered using semistructured interviews and companies' archived records. Data were analyzed using thematic analysis; three themes emerged to include sources of finance, education and skills, and social networking. The implications for positive social change include the potential to help SME leaders develop strategies to stabilize and grow their businesses. Business growth can create jobs and decrease poverty in Jordan.

The results of small business operations play a significant economic role in developed economies, yet in the United States, approximately 50% of small businesses fail within the first 5 years of operation. Some small business owners embark on small business initiatives without the cash management strategies necessary to sustain their businesses. Grounded on financial literacy theory, this multiple-case study identified the strategies that owners of small businesses used to manage cash in their daily operations. The population included 3 owners of small tavern business in southeast Alaska who have implemented cash management strategies. Data were collected from semistructured interviews, supplementary documentation, and reflective journal notes. Data were analyzed using methodological triangulation, coding, and thematic analysis. Three themes emerged from data analysis: cash management capabilities, internal controls and employee accountability, and cash management opportunities. The findings of this study may contribute to positive social change by improving the ability of leaders of small businesses to increase job availability and contribute to economic stability in communities, thereby improving local and regional economies and enhancing the standard of living for individuals and households.

Magister Commercii - MCom / This thesis reports on my investigation into undergraduate students' knowledge of financial literacy (FL) and explores ways of improving their FL by using and experimenting with alternative Financial Literacy Education (FLE) methods and techniques. In attempting this, I report on the educational interventions that I attempted. These are critical literacy approaches that included drama teaching techniques that formed part of a praxis approach to FLE. Low levels of financial literacy are of great concern in South Africa because South Africans have high rates of debt which the researcher asserts are an indication of misconceptions, misunderstanding, and also a lack of financial literacy. South Africa needs to have undergraduate students that are financially literate who apply critical reasoning to make critical financial decisions.

Content and language integrated learning (CLIL) is a dual focused educational approach in which an additional language is used for the learning and teaching of both language and a non- linguistic subject or its part. While there are numerous forms of CLIL implementation, it is possible to define universal pedagogical principles for CLIL teaching and planning. This research presents a content analysis of 56 lesson plans for a CLIL lesson of financial mathematics/literacy. The aim of this research was to establish whether these lesson plans reflected the CLIL pedagogical principles, to establish what features the respondents saw as key features to a CLIL lesson plan, and whether/how the lesson plans corresponded to the respondents' theoretical proclamations. Our research investigated also the differences in lesson plans by these two sub-groups. An original lesson plan analysis tool (LPAT) was created for this research. It was used as a basis for a quantitative survey and as a framework in content analysis of the lesson plans. The tool identified eight key features of a CLIL lesson plan. The respondent combined approximately five of the key features with other features of the LPAT both in the survey and in the lesson plans. Both the survey and the analysis show that the respondents did not identify...

There were about 6.7 % of inhabitants in foreclosure in the Czech Republic in 2020. The most likely cause is population's low financial literacy whose bases we get at primary school. So we asked whether pupils really learn financial literacy at primary school. We found data for teaching plan in the framework educational programme. We realised, using a questionnaire for teachers, among other things that the number of lessons dedicated to financial literacy is really low. We verified fulfilment of framework educational programme by a test for primary school pupils which was completed by 113 pupils. It showed that they have very low knowledge of financial literacy. Then, we evaluated the situation after primary school through the same test which was filled in by 157 people who completed primary school. The results were better than in case of pupils. Finally, we suggested steps for increasing financial literacy, for instance raising the number of lessons. 1

With the current technological trends pointing to people having more capabilities to independently manage their financial future, the financial knowledge a person possesses will become evermore essential to create a sustainable financial future. Simultaneously, the growth of social media platforms and users have substantially increased over the past ten years, which has allowed people to find and create countless types of content. The potential problem culminating from these trends is that people who do not have the necessary financial knowledge to make educated investment decisions will have the opportunity to do so. Furthermore, if people have a lack of understanding about financial concepts, supplementing their lack of knowledge with information and recommendations from social media could lead to people making investment decisions based on unknown individuals' opinions. As a result, this study aims to determine if there is a connection between the financial literacy a person possesses and the usage of social media. We found that the financial literacy of university students in Sweden was not a determinant of social media influences on their investment decisions. Despite this overall conclusion, it was apparent that every participant in this study had been influenced by social media in some capacity when making investment decisions whether they intentionally or unintentionally used social media as a reference or unexpected circumstance.

Magister Legum - LLM / Before the 1990s, corporate governance was a very rarely used term within the business world.1 Corporations over time have become more influential, larger and more complex within the global economy; therefore to ensure that they are operating on an economic and ethical basis, corporate governance has become more defined.2 Corporate governance can be defined as the procedures and methods that are used in order to ensure the functioning, direction and structure of a corporation.3 Not only can its key elements be described as procedures and methods but also a system of principles, policies, procedures, and clearly defined responsibilities and accountabilities. Corporate governance has roots in ethical behavior and business principles, with the goal of creating long-term value and sustainability for all stakeholders, thus including directors.4 This practice of good corporate governance by directors is used to promote equity and deters fraud and other deceptive practices.

abstract: Personal finances are an essential part of adulthood, yet we find that many Americans have low financial literacy (Financial Industry Regulatory Authority Investor Education Foundation, 2016). This phenomenon is especially true for young adults (18-25 years old) (Lusardi, 2019). Lusardi, Mitchell, and Curto (2009) found that fewer than one-third of young adults possess basic financial knowledge. The present study examined whether financial self-efficacy and financial hardship were moderators between financial literacy and financial anxiety among a young adult sample (18-25 years old; Arnett, 2000). The current study utilized moderated moderation analyses to explore the associations between financial literacy, financial anxiety (i.e., the concern and worry about finances), financial self-efficacy, and financial hardship for young adults( N = 549, 71.6% female, Mage = 20.49). Based on survey data from the Financial and Social Stress Study (Tran & Mintert, n.d.), moderated moderation results show (a) an inverse association between financial literacy and financial anxiety (direct effects) and (b) financial self-efficacy and financial hardship moderate this relationship. Specifically, for young adults experiencing high financial hardship with high financial self-efficacy, there was a strong inverse association between financial literacy and financial anxiety. This study contributes to our knowledge of the vital role of financial literacy and its association with financial anxiety for young adults. Further, these findings highlight financial self-efficacy as a potential factor for mental health providers to consider when working with young adults experiencing high financial hardship. / Dissertation/Thesis / Masters Thesis Counseling 2019