Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  BRAND TRUST AS A SOURCE OF BRAND EQUITY

  The theoretical and empirical lack of support for including brand trust in the model of brand equity and the brand-customer relationship paradigm require further investigation of the links between the two terms. For the purposes of the current research, six proposals for operationalisation of brand trust are discussed. A novel classification of ... The theoretical and empirical lack of support for including brand trust in the model of brand equity and the brand-customer relationship paradigm require further investigation of the links between the two terms. For the purposes of the current research, six proposals for operationalisation of brand trust are discussed. A novel classification of its dimensions, namely: consistency, honesty, and concern, and a hypothetical model of brand equity including brand are proposed.

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  FINANCIAL LITERACY LEVEL OF HIGH SCHOOL STUDENTS AND ITS ECONOMIC PATTERNS REFLECTIONS

  This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines ... This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines the different relationships between financial knowledge, attitudes and economic behaviour of students with different demographic characteristics. The working thesis of the paper is that the low educational level of students in the field of personal finance poses risks in their effective management in the future. One of the conclusions drawn from this finding is that students may need to have an additional toolbox, knowledge, and basic skills to cope with the new economic environment of the day. In addition, it is clear from the findings that a student's attitudes and beliefs have some influence on his / her financial knowledge and ability to solve financial issues, and have a greater impact on the adolescent's economic behaviour. The contribution is to the understanding that emphasis should be placed on financial education programs at school to provide tools to help students overcome psychological and emotional barriers, enhance a student's perception of competence, and teach him / her to avoid satisfaction and demonstrate self-discipline. This combination of providing cognitive and non-cognitive tools may raise the level of financial literacy of high school students in Israel and remain with them for a period.

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  ÅÔÅÊÒÚÒ ÍÀ ÅÂÐÎÏÅÉÑÊÈÒÅ ÊÐÅÄÈÒÍÈ ÐÅÃÓËÀÖÈÈ ÂÚÐÕÓ ÈÏÎÒÅ×ÍÎÒÎ ÊÐÅÄÈÒÈÐÀÍÅ È ÈÍÂÅÑÒÈÖÈÈÒÅ Â ÈÏÎÒÅ×ÍÈ ÎÁËÈÃÀÖÈÈ

  Èïîòå÷íîòî êðåäèòèðàíå çàïàçâà ñâîÿòà âàæíà ñîöèàëíà ôóíêöèÿ è ñëåä êðèçàòà, íî ïðîäúëæàâà äà ïðåäñòàâëÿâà ñåðèîçåí ôèíàíñîâ ðèñê êàêòî çà ïîòðåáèòåëèòå, òàêà è çà êðåäèòíèòå èíñòèòóöèè, êîèòî îòïóñêàò èïîòå÷íè êðåäèòè. Åâîëþöèÿòà â êðåäèòèðàíåòî ïðåç ïîñëåäíèòå äåñåò ãîäèíè çàñèëâà êîíêóðåíöèÿòà íà èïîòå÷íèÿ ïàçàð è å â òÿñíà âðúçêà ñ äèíàìè÷íèòå ... Èïîòå÷íîòî êðåäèòèðàíå çàïàçâà ñâîÿòà âàæíà ñîöèàëíà ôóíêöèÿ è ñëåä êðèçàòà, íî ïðîäúëæàâà äà ïðåäñòàâëÿâà ñåðèîçåí ôèíàíñîâ ðèñê êàêòî çà ïîòðåáèòåëèòå, òàêà è çà êðåäèòíèòå èíñòèòóöèè, êîèòî îòïóñêàò èïîòå÷íè êðåäèòè. Åâîëþöèÿòà â êðåäèòèðàíåòî ïðåç ïîñëåäíèòå äåñåò ãîäèíè çàñèëâà êîíêóðåíöèÿòà íà èïîòå÷íèÿ ïàçàð è å â òÿñíà âðúçêà ñ äèíàìè÷íèòå ïðîìåíè íà öåíèòå íà íåäâèæèìèòå èìîòè. Íàìàëÿâàíåòî íà ëèõâåíèòå ðàâíèùà â Åâðîïà îïðåäåëÿ ïî-ãîëÿìîòî òúðñåíå íà èïîòå÷íè êðåäèòè è óâåëè÷àâà äåëà íà çàêóïåíèòå ñúñ çàåì èìîòè. Íàáëþäàâàìå íåùî ïîçíàòî – àãðåñèâíî êðåäèòèðàíå, íàòðóïâàíå íà ôèíàíñîâè ðèñêîâå, ïîðîäåíè îò âèñîêèòå öåíè íà æèëèùàòà, è ðåàëíà âúçìîæíîñò çà „áàëîíèçèðàíå íà ïàçàðà” ïðè íèñúê ðúñò íà èêîíîìèêàòà è îòðèöàòåëíè ëèõâè ïî äåïîçèòèòå. Ïîçèòèâíèòå î÷àêâàíèÿ ñà ñâúðçàíè ñ óñúâúðøåíñòâàíåòî è óíèôèöèðàíåòî íà êðåäèòíèòå ðåãóëàöèè â íîðìàòèâíàòà óðåäáà íà Åâðîïåéñêèÿ ñúþç ñëåä êðèçàòà è òÿõíîòî ñïàçâàíå, êîåòî òðÿáâà äà îñèãóðè íåîáõîäèìèÿ áàëàíñ çà ðàçâèòèåòî íà ïàçàðà íà íåäâèæèìè èìîòè, îòïóñíàòèòå îò áàíêèòå èïîòå÷íè êðåäèòè è èíâåñòèöèèòå â åìèòèðàíèòå îò òÿõ èïîòå÷íè îáëèãàöèè.  ðåçóëòàò íà íàó÷íîòî èçñëåäâàíå àâòîðúò ïðåäñòàâÿ êàòî îñíîâåí èçâîä, ÷å: ïðèëàãàíåòî íà ïðèåòèòå ìåæäóíàðîäíè ðåãóëàòîðíè ìåõàíèçìè, êîèòî âêëþ÷âàò çàâèøåí âúíøåí è âúòðåøåí îäèò â ðàìêèòå íà ÅÑ, òðÿáâà äà ïîñòàâè êàòî ïðèîðèòåò ïðåä áàíêîâèÿ è ôèíàíñîâèÿ íàäçîð â Áúëãàðèÿ ïðîâåæäàíåòî íà ïåðìàíåíòåí, åôåêòèâåí ìîíèòîðèíã âúðõó ôèíàíñîâèÿ ñåêòîð, ñòðóêòóðàòà íà èíâåñòèöèèòå è ñôåðèòå íà èíâåñòèðàíå íà âñè÷êè èíñòèòóöèîíàëíè èíâåñòèòîðè, êîèòî ñà ïîä òåõåí êîíòðîë. Òîâà ùå ãàðàíòèðà ðàçóìíî êðåäèòèðàíå îò áàíêèòå è ôèíàíñîâà óñòîé÷èâîñò â ñåêòîðà, ïî-äîáðà çàùèòà íà ïîòðåáèòåëèòå íà èïîòå÷íè êðåäèòè è íà èíâåñòèöèèòå â èïîòå÷íè îáëèãàöèè.