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This study investigates how asset specificity, relational governance and firm adaptability relate with supply chain integration (SCI), considering selected food processing firms (FPFs) in Uganda.

This study applies a quantitative research methodology. This research draws on a sample of 103 FPFs that have been selected from a population of 345 FPFs located in Kampala district. Hypothesis testing was done using Smart PLS version 3.

Asset specificity has a significant positive relationship with SCI, and firm adaptability partially mediates this relationship. Also, there is a full mediation impact of firm adaptability on the relationship between relational governance and SCI.

This study focused on perceptual measures to get responses from managers on the level of integration with key suppliers and customers, yet firms deal with a number of suppliers and customers.

This study contributes to existing literature on SCI by applying the transaction cost theory. The study focuses on the influence of asset specificity, relational governance and firm adaptability on SCI in the food processing sector. Literature on relational governance in supply chain using the transaction cost theory remains scanty. Few studies have also focused on firm adaptability as a mediator in the FPS with specific focus on Uganda, yet the sector is highly faced with uncertain events. The uncertain events in the sector and in developing countries call for adaptive strategies. Additionally, this study is the first to use firm adaptability to mediate the influence of asset specificity and relational governance on SCI more so in a developing country like Uganda where the FPS is one of the most important in the economy.

The purpose of this paper is to investigate the ending of fee-free higher education in Australia for overseas students in the 1980s, and the ways in which the government managed the diplomatic relationships that were affected by this policy shift. The introduction of fee-free higher education in Australia in 1974 was incredibly popular, and the end of the program in the late 1980s created difficulties for individuals, families and diplomatic relationships.

Using a mix of secondary sources and archival documents, this paper has a historiographical element, and an element of analysis.

This research finds that the ending of fee-free education created significant diplomatic issues with a number of Australia’s regional neighbours. It also created issues for individual students and families. The solution to these problems was, in large part, a scholarship scheme called the Equity and Merit Scholarship Scheme (EMSS). The EMSS was designed, in part, to address the issues created by the end of the fee-free program. However, the design of the scholarship scheme also created its own diplomatic issues with a different cohort of nation states.

There is limited scholarly research into the history of international education policy in Australia. This research draws on the work of some scholars of international scholarships, as well as historians of universities and education more broadly. This research adds to a growing body of work in the field of Australian international education history.

Based on the social penetration theory and affect theory of social exchange, this study aims to examine the relationship between authentic leadership (AL) and workplace loneliness (WL), as well as the mediating effect of interactional justice (IJ) on this relationship during the COVID-19 pandemic in the US higher education sector.

An online, self-administrated questionnaire was distributed to full-time employees working at higher education institutions in the USA. A total of 464 employees participated in the survey, with structural equation modeling being used to analyze the data.

The outcomes provide evidence that AL is positively related to IJ, whereas the latter is negatively associated with WL. Moreover, IJ fully mediates the relationship between AL and WL. Overall, the findings underline the importance of IJ in affecting employee WL.

The outcomes provide valuable insights for higher education leaders and HR professionals in reducing employee WL. In particular to this end, it is recommended that organizations focus on improving employee IJ and AL perceptions. Furthermore, higher education organizations need to select and promote leaders who exhibit IJ behaviors and AL characteristics. In addition, organizations could offer IJ and AL training to their current leaders.

This study contributes to the limited literature on WL by offering a unique research model that examines IJ as a mediating variable between AL and WL. In addition, it adds to the literature by investigating WL in the context of US higher education sector, which is an understudied area in this research context.