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Drawing from the literature on internationalization, higher education marketing and place branding, this paper aims to link the internationalization of higher education to country branding. It explores the impact of internationalization within the higher education system on Egypt’s destination brand equity. This investigation offers insights for decision-makers in both the higher education and country branding sectors.

This empirical paper adopts an exploratory approach and serves as an initial step for researchers. It utilizes a quantitative methodology, employing a survey with 366 responses, to examine the effects of internationalization efforts in higher education on country brand equity.

The results reveal a direct correlation between student engagement and the brand equity of international branch campuses (IBCs), as well as a link between IBCs and Egypt’s brand equity. Notably, the study highlights the mediating role of IBC brand equity in the relationship between student engagement and the overall brand equity of Egypt.

This paper is innovative in its method of assessing the impact of internationalization efforts in higher education, specifically at IBCs in Egypt, on Egypt’s destination brand equity. Additionally, the study identifies student engagement as an antecedent to IBC brand equity.

This study aims to examine Victorian primary school parents’ perspectives about a potential school-provided lunch program (LP).

An online cross-sectional survey was conducted in Victoria, Australia, in 2022 to explore parents’ perceptions regarding the lunch menu, funding source, amount willing to pay, frequency of meals and special dietary needs of a school-provided LP.

Over half of parents (57% out of 359) said they would allow their child to participate in a school LP, 34% were unsure and only 9% said they would not. The opportunity for hot cooked lunches at school and the perceived convenience for parents were the top two reasons for favouring such a program. Fifty-eight percent were in favour of hybrid-type funding from both the government and parents. The most preferred amount to pay per meal was AUD5-6 (43%), followed by AUD3-4 (25%). Parents expected meals to be healthy and made from whole food and cater to the special dietary and cultural needs of their children. They also expected enough time to be allocated so children could eat and enjoy the meals.

To the best of the authors’ knowledge, this is the first study to explore Victorian parents’ perceptions regarding the above aspects of a school-provided LP. The findings suggest that parents are receptive to a school-provided LP; they, however, did have several expectations regarding the menu and time for eating. These findings provide important directions for designing future school-provided LPs at primary schools in Australia.

Information security (InfoSec) policy violations are of great concern to all organisations worldwide, especially in the financial industry. Although the importance of InfoSec policy has been highlighted for many decades, InfoSec breaches still occur due to a low level of employee compliance and a lack of engagement and competence in high-level management. However, previous studies have primarily investigated the behavioural aspects of InfoSec policy compliance at the individual level rather than the managerial factors involved in constructing InfoSec policy and developing its effectiveness. Thus, drawing on neo-institutional theory and a transformational leadership framework, this research investigated the influence of external mechanisms and transformational leadership on InfoSec policy effectiveness.

The research model was implemented using field survey data from professional managers in the financial sector.

The results reported that neo-institutional mechanisms and transformational leadership shape InfoSec policy effectiveness in an organisation.

This study broadens current InfoSec policy research from an individual level to a managerial perspective and enhances the existing literature on neo-institutional and transformational leadership in the context of InfoSec. It highlights the need to evaluate InfoSec policy based on external factors and to support transformational leadership styles that promote InfoSec policy enforcement and effectiveness.

Previous studies on social influence and virtual product adoption have mainly taken users’ purchase behavior as a dichotomous variable (i.e. purchasing or not). Given the prevalence of competing versions (basic vs upgraded) of a virtual product in online communities, this paper investigated the differences in the effect of social influence on users’ adoption of basic and upgraded choices of a virtual product. It also examined how the effect varies with users’ social status and user-level network density.

A natural experiment was conducted in an online game community. Two competing versions (basic vs upgraded) of a virtual product were provided for in-game purchase while a random set of users selected from 897,765 players received the notification of their friends’ adoption information. A competing-risk model was used to test the hypotheses.

Social influence exerts a stronger positive effect on users’ adoption of the upgraded virtual product than of the basic virtual product. Middle-status users have the greatest (least) susceptibility to social influence in adopting the upgraded (basic) virtual product than low- and high-status users. User’s network density enhances the effect of social influence on adoption of both virtual products, even more for the upgraded one.

This research contributes to the social influence and product adoption literature by disentangling the different effects of social influence on basic and upgraded versions of a virtual product. It also identifies the boundary conditions that social influence works for each version of the virtual product.

Organizations increasingly promote the health and well-being of their employees. There is a growing need for organizations to develop a long-term humanistic approach towards their workforce. This study aims to examine how self-esteem influences the organization, the employee and society within the context of higher education institutions.

The research has been carried out among the teaching and research staff of a higher education institution in Spain. For this, a structured questionnaire was used. Data analysis was conducted using 272 valid questionnaires. A linear regression analysis was used to examine the relationship between self-esteem and the variables of the model.

We identified a positive correlation between self-esteem and productivity, job satisfaction and altruism, where significant differences were observed according to gender, age, seniority and professional category of the teaching staff. The results revealed that teachers with high self-esteem are more productive, satisfied and participate in more altruistic activities than their counterparts with low self-esteem.

This study reveals the importance that worker self-esteem has on their behavior in the work environment and in society as a whole, to improve the overall results of the organization. We identified self-esteem as an attribute that improves productivity, job satisfaction and altruism, that can be used to reduce job turnover intention and improve job retention levels, positively affecting the organization. We also contribute to the achievement of some Sustainable Development Goals. This study offers a theoretical contribution by extending the application of social learning theory to the context of self-esteem within higher education institutions.