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The purpose of this paper is to explore the key role of WhatsApp as WhatsApp-customer relationship management (w-CRM) for strengthening the relationship in the education sector. The paper is exploratory in nature.

A self-administered questionnaire was developed with 20 items for four latent constructs. The data were collected from the undergraduate and postgraduate students of Sri Sri University, Cuttack (Odisha), India, based on convenience sampling. The hypotheses were tested through regression and correlation analyzes.

The findings of the study unveiled that the relationships between students and teaching staff, students and non-teaching staff, and teaching and non-teaching staff can be strengthened by the adoption of w-CRM.

WhatsApp can be an inevitable tool to emerge with traditional CRM system to facilitating the advance implementation of w-CRM in the service industry.

Although the present study is limited to one of the service sectors, i.e. education, it unfolds the scope of implementation of w-CRM in different services. Especially, small and medium enterprises can implement this tool hand to hand to maintain strong relationships with customers.

This study's purpose is to examine the relationships between the biographical characteristics gender, age, years of experience and employment position, and job satisfaction of staff members in Catholic primary schools.

Survey data were collected from 356 staff members from Catholic primary schools. Research hypotheses were tested using multivariate analysis and comparison of means.

Age, gender and position were related to a number of facets of job satisfaction as well as overall job satisfaction. No significant relationships were identified for years of experience.

The findings hold implications for Catholic diocesan school systems and school administrators in relation to teacher retention and for further research regarding teacher's aides.

This study includes non‐teaching staff and investigates the role of employment position as a biographical variable.

Local financial management systems, an area of current interest, is reviewed, and the benefits and pitfalls associated with financial devolution described. Specific examples of experiences are given from local education authorities, and recommendations are made about the setting up of any such new system.

In order to improve the competitiveness of the “double first-class” university in China, it is essential to conduct a rational, scientific study of the current status of the staff to ensure its long-term development.

Based on the grey analytic hierarchy process (Grey–AHP), this paper evaluates the situation of faculty and staff, hereby, analyzes the initiative and enthusiasm of faculty and staff in the construction of “double first-class universities”

The index weights of the main factors are similar, which indicate the development of teaching staff in higher education depends mainly on the role of full-time teachers, doctors and master's guidance teachers and non-teaching staff.

While the other literature emphasized scientific output, this article enlightened the important role of faculty and staff in the construction of ‘first-class' universities, which contributes to the study of development of China's high education in a new perspective.

The purpose of this paper is to examine the role of empathy in the student service experience. Taking a dyadic perspective, both students’ and staff’s perceptions are analyzed to determine if empathy matters to both actors alike; and which differences in perceptions about the role of empathy between these actors exist.

The authors adopt a multi-method approach and used data from 256 usable survey responses from 11 higher education service providers in Singapore. Empathy was operationalized by six cognitive and affective independent variables and multiple multivariate analyses are applied, such as multivariate analysis of variance, discriminant analysis and multiple regression analysis.

Results show that both students and staff alike evaluate empathy as important in the co-created service experience. The provision of individualized attention to students to positively influence student experience in learning was deemed important by both staff and students. Yet, there are also distinct differences. For students, it is essential that staff members have students’ best interests at heart; for staff members, knowledge of students’ needs and show of care and concern are important.

Students and staff perceive empathy in higher education service provision differently. Interestingly, whilst staff think caring for students is important, students feel that too much care and concern from staff has a negative effect on their experience. Hence, too much care and concern might cause potential issues with the students’ perception of “over-servicing” which might manifest as “spoon-feeding.” Instead, students are asking for individualized and professionalized attention to be taken seriously and to be involved in the co-creation of the education service experience.

This study advances the understanding of affective and cognitive aspects of empathy and their influence on students’ service experiences.

This paper aims to reflect on the opportunities and challenges of the learning process in practice and explores the case of a local authority school Pilot Wellbeing Programme (PWP) intervention. The aim of the PWP was to create the best workplace conditions and circumstances for people to flourish and mature, both individually and collectively. Findings show that the socio-physical environment plays a significant and leading role in supporting this work, as does the consistent modelling of higher level behaviours including integrity, respect and acceptance by intervention managers and school leadership teams. It was also important that the change processes were continually tailored and nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Emphasis was also placed on encouraging individual involvement and commitment by implementing inclusive measures that fostered trust and openness.

The intervention worked to the organisational learning process model.

Headteachers (HT) are still playing a key role as caregivers to their staff. Wellbeing is something people in school generally expect to be “done” to them. Personal accountability for one’s own health and wellbeing is still a growth area in schools. Any change processes implemented to support this process need to be continually tailored and respectfully nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Accruing quantitative evidence to support the effects of wellbeing work in schools is painstaking and challenging.

HT have traditionally taken the role of school staff “caregiver”, overseeing staff wellbeing often to the detriment of their own wellbeing. This situation is becoming unsustainable as HT’ capacity for this kind of work is diminishing. School staff need to accept an increasing role in the maintenance of their own personal–professional wellbeing.

School staff who do not mind their own wellbeing act as a poor model to their pupils who may ultimately emulate their behaviour. Additionally, as staff sickness absence due either directly or indirectly to stress becomes a growing issue in schools, educational standards will be increasingly difficult to attain and maintain. Wellbeing mechanisms need to be put in place now to stem this possibility.

The intervention is unique in as much as it took a deliberately holistic approach to school staff wellbeing by including all school staff in the change programme. Previous similar programmes have targeted professional staff only, excluding non-teaching classroom staff and school support and maintenance staff.

This paper explores stakeholder perceptions on the nature and extent of sustainability reporting on the websites of technical universities (TUs) in Ghana.

The authors collected data from the websites of the 10 TUs in Ghana and interviewed the stakeholders of the TUs. In analyzing the data, the authors used thematic analysis for the interview responses. The authors also adopted the global reporting initiative (GRI) guidelines and campus sustainability assessment tools for the presentation and analysis of the sustainability disclosures on the websites of the TUs.

The authors found that due to weak institutional coercions, there were limited disclosures on the websites of the TUs, which aimed at gaining stakeholders' legitimacy; the disclosures were more focused on organizational profile, governance and educational aspects of sustainability. To a large extent, while some external stakeholders such as parents, regulators and alumni appear to be less interested in the disclosures on the TU's websites, internal stakeholders such as employees (teaching and non-teaching staff) and students who frequently visited the TU's websites perceived limited reporting and were not impressed with the extent of sustainability disclosures on these websites.

The findings of this study are intended to assist policy-makers in the educational sector to appreciate the importance of sustainability reporting on their websites. The results of this study will assist higher educational institutions (HEIs) in increasing the success rate of sustainability implementation by overcoming the lack of sustainability disclosures on their websites. Thus, the results of this study have implications for sustainability implementations, particularly those in emerging economies and policy-makers of universities worldwide.

This study could provide two significant values. First, to the best of the authors’ knowledge, no other study has explored stakeholder perceptions of sustainability reporting in implementing sustainability within the education sector. Second, the results were arrived at by combining stakeholder consultations with content analyses, which could be a good guideline for sustainability implementation in the educational sector of developing countries.

The processual interpretation of strategic change has been often applied to private companies searching for a logic behind their apparent chaotic transformation. The purpose of this paper is to report on an experience in a public organisation, an Italian university, where this perspective is exceptionally reflected, entailing a refining process towards a new strategy.

The longitudinal case study was carried out analyzing different subunits within this institution, investigating the way in which top managers have tried to re‐position the organisation, taking advantage of the increased autonomy given by a series of reforms of the academic system.

The results show an incremental process towards autonomy and accountability, through which top managers have transformed the organisational structure, identified responsibilities, and introduced a new set of managerial techniques.

This study shows how the combination of three elements – logic, incrementalism and accounting – has guided the institution in the trajectory of its transformation.

The purpose of this paper is to investigate relationships between biographical variables of gender, age experience and employment position and occupational stress of staff members in Catholic primary schools.

Survey data were collected from 356 staff members from Catholic primary schools in New South Wales, Australia. Research hypotheses were tested using multivariate analysis and comparison of means.

Age, gender and position are found to be related to three out of the four identified domains of occupational stress as well as overall occupational stress. In addition, male staff experience higher levels of general occupational stress than their female colleague overall.

The findings hold implications for school systems and school administrators in relation to teacher retention, schools as organizations and gender issues. Further research regarding stress of teacher's aides is also recommended.

The paper includes non‐teaching staff and investigates the role of employment position as a biographical variable.

An organization is broadly defined to be a formally co‐ordinated effort by groups of individuals to realize specific goals. A university, as an organization, can be distinguished from a wide range of business organizations and government agencies, both by the manner of co‐ordination and the goals of profession. Reviews some characteristics of university academic and administrative organizations in both Australia and China. Includes a comparative examination of supervising organs above the university; governing bodies within the university; teaching organizations of the university between Australia and China, and the classification of China′s universities.