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The purpose of this study was to examine the effects of soft skill integration in the curriculum on quality of college life of diploma business students in Malaysian private higher educational institutions.

Descriptive quantitative survey research was used to assess the views and relationship between variables from 429 business students in Peninsular Malaysia. The adapted self-administered questionnaires were distributed through stratified random sampling method. Descriptive analysis, correlation and regression analysis were used in the findings.

The results advocated significant influence from soft skill integration on quality of college life. Soft skill integration in critical thinking and problem solving especially has significant positive influence on quality of college life in all the aspects from academic, social and also facilities.

Generalizability of the research as it was conducted in the northern region of Peninsular Malaysia only. It was also limited by subjectivity bias of the students who responded to the questionnaire.

The implication of this study was that it serves as an evidence-based information of soft skill integration and effects on college quality. In this way, it provides an empirical reference to the authorities for better guidelines, evaluation, control and development in the curriculum, delivery approaches, co-curriculum, campus environment or facilities.

Local education in particular is closely linked to the neighboring community and also dependent on the socio-economic needs of the state or region. According to Kayrooz and Parker (2010), greater engagement with local issues and higher local autonomy for spending could lead to greater effectiveness and efficiencies.

The study was a pioneering research in the context of Malaysian private higher education, guided by Devadason et al.’s (2010) soft skill integration study in Malaysian public higher education, plus Sirgy et al.’s (2007) study on quality of college life.

This study aims to examine Chinese college students' perceptions of police.

Using survey data collected from over 400 college students in two cities, the study empirically analyzes the global and specific perceptions of police among Chinese college students and factors that accounted for the variation in Chinese college students' evaluations of police. The study incorporates a broader range of explanatory variables to explain Chinese college students' attitudes toward the police, including demographic characteristics, crime and criminal justice experience, perceptions of quality of life, and locality. The study reviews research on public perceptions of police published in Chinese academic journals.

College students' global satisfaction with police as well as their specific evaluations of police fairness, effectiveness, and integrity were significantly related to their crime and criminal justice experience, perceived quality of life, and locality. Students' background characteristics only had a weak effect on attitudes toward police.

More empirical research is warranted to gauge the extent of Chinese satisfaction with police and police performance. Future research should continue incorporating crime and criminal justice factors into analysis.

Findings of the study provide Chinese police administrators with useful references and directions to improve police‐community relations..

This study represents one of the few attempts to empirically assess Chinese citizens' perceptions of police. It examines not just Chinese college students' global satisfaction with the police, but also their more specific views of various areas of police performance including fairness, effectiveness, and integrity.

This study takes its basis in job demands-resources (JD-R) and psychological resource theories to investigate the role of two personal factors – psychological capital (PsyCap) and study crafting – in the quality of university life of business students.

A sample of 806 undergraduate business students in Vietnam was surveyed to collect data. Confirmatory factor analysis (CFA) was used to validate the measures and structural equation modeling (SEM) was employed to test the model and hypotheses.

The results produced by SEM demonstrated that students' PsyCap had a positive effect on quality of university life. In addition, study crafting positively moderated the relationship between students' PsyCap and quality of university life.

The study findings suggest that universities could complement higher performance standards of universities with efforts to enhance quality of university life by developing and nurturing students' PsyCap and study crafting, enabling students to rise to the challenge posed by higher standards.

The study findings contribute to the literature on business education by confirming the overarching role that PsyCap plays in the quality of university life of students. Further, the study introduces the concept of study crafting and demonstrates that study crafting alone and in combination with PsyCap may help business students enjoy a higher quality of university life.

The purpose of this paper is to explore various dimensions of quality of work‐life (QWL) as it affects the life and attitude at work of teachers of private universities in Lahore, Pakistan.

The study was quantitative in nature. A survey was conducted with 360 faculty members from private universities in Lahore, in order to find out their perceptions of QWL, and its spill‐over effect on employee commitment, engagement, job involvement and reputation of the university.

It was found that perceived value of work, work climate, work‐life balance and satisfaction with relationships in life were the major factors which shaped work attitudes and employee perceptions of overall quality of work‐life.

The data were cross‐sectional, collected at one point in time and relatively small in size. The responses are limited to private organizations, excluding public universities.

The study makes both a scholarly and practical contribution. The scholarly contribution highlights that the dominant constructs of QWL play an important role in shaping attitudes towards work, life and relationships of teachers of private universities. On a practical level, the study hints at the possible implications of dissatisfaction and imbalance within employee commitment and engagement, and even the reputation of the university.

The purpose of this paper is to investigate the impact of the hardiness of university business students. Overall hardiness, and its individual components of commitment, control and challenge, were all explored in relation to students’ quality of university life, quality of life and learning performance.

A sample of 722 Vietnamese business students was surveyed to collect the data. Structural equation modeling (SEM) was used to determine whether hardiness and/or its components enhanced students’ quality of university life, quality of life and learning performance. Necessary condition analysis (NCA) was then employed to explore the levels of hardiness and its components necessary for each of the key areas.

SEM results revealed that overall hardiness had a positive effect on all three key areas. In terms of individual components, commitment, control and challenge were found to have positive impacts on learning performance; however, control did not affect quality of university life, and challenge had no effect on quality of life. NCA results show that these components of hardiness had varying degrees necessary for students to experience success in these areas.

Findings suggest that university administers should consider the role which student hardiness, and its individual components, can play in relation to student success at university. Specifically, universities should practice hardiness training and assessment programs to equip their students with hardy attitudes and skills.

This study is one of the first to examine of the levels of the components of hardiness (i.e. commitment, control and challenge) necessary for students to achieve success in the quality of university life, quality of life and learning performance.

This study, based on self-determination theory (SDT), investigates the effect of business students' future time perspective (FTP), directly and indirectly (mediated by deep learning approaches), on quality of university life.

A sample of 547 business students in Ho Chi Minh City, Vietnam, was surveyed via a two-wave process to collect data to validate the measures and to test the hypotheses using structural equation modeling (SEM).

The results produced by SEM demonstrated that FTP had no direct effect on quality of university life and that deep learning approaches fully mediated the impact of FTP on quality of university life.

The study findings provide business educators with a better understanding of the role that FTP can play for business students. Increased awareness of this issue may help nurture the FTP of business students, which in turn directs them to pursue deep learning approaches to achieve a higher level of quality of university life.

This study is among the first to empirically investigate the overarching role that FTP plays in both deep learning approaches and quality of university life.

Young consumers are particularly vulnerable to the addictive nature of smart phone technology. This paper aims to investigate the smart phone addiction cycle and health outcomes of young and old consumers from the lens of consumers’ mindfulness traits.

Qualitative and quantitative studies reveal that the lack of mindfulness, measured as a mindless trait, is strongly associated with smart phone addictions and health and quality of life outcomes.

Differences in mindlessness and smart phone-generated health outcomes are found between younger and older consumers. The negative impact of mindlessness on quality of life was greater for younger adults than older adults.

This research establishes baseline effects between the mindless trait and smart phone addiction levels.

Paper suggests the marketing of mindfulness programs and the use of marketplace apps to combat addiction issues.

Smart phone addiction is a growing problem, and this paper contributes to the understanding of the problem and offers societal solutions for its resolution.

This is the first empirical paper to investigate the connection between a mindless trait and smart phone tendencies and resulting health outcomes.

Beginning in 2003, Walter Allen co-convened and codirected an international consortium of scholars dedicated to examining the “Implications, Challenges and Lessons from Increased Student Diversity in Higher Education” (http://choices.gseis.ucla.edu/21stcentury/). The larger group includes 35 scholars from fourteen different nations and five continents who are concerned with diversity in higher education. For our purposes, diversity is broadly defined to encompass not only race/ethnicity but also gender, language, citizenship, social class, culture, and region as significant in each national system of status hierarchy. The inaugural meeting of the consortium was held at the Rockefeller Foundation Bellagio Center in Bellagio, Italy.

The purpose of this paper is to identify the effects of students’ satisfaction with services on quality of academic life (QAL), formed by cognitive and affective components; and to assess the mediating effect of QOL components (cognitive and affective) on students’ loyalty and recommendation.

Based on 726 respondent students from public higher education institutions (HEIs) in Portugal, this paper uses a partial least squares approach to analyze the impact of satisfaction on emotions and students’ QAL and to assess whether emotions influence recommendation and loyalty.

The results reveal that satisfaction influences both cognitive and affective components of QAL. The cognitive component has a positive and significant influence on recommendation and loyalty whilst the affective component has no significant effect.

The results obtained here provide implications for future action to be taken by HEI managers, in order to increase efficiency in the allocation and management of scarce resources. Therefore, when incorporating these results in decision-making processes, attention should be paid to the importance of the influence of satisfaction on QAL’s cognitive and affective components, stressing the importance of the cognitive components associated with learning experiences that play an important role in students’ future decisions in terms of loyalty and recommendation, which, in turn, are pillars of HEI sustainability.

The present study contributes to the literature on HEI management by assessing the influence of satisfaction on two components of QAL separately: cognitive components and affective components. In addition, the causality relationships are analyzed, assessing the emotional nexus, in order to deepen knowledge about the role played by both affective and cognitive components in students’ loyalty and recommendation, which need to be addressed and studied by carrying out new research.

Because the success of m-payment services depends on the enablers and barriers that affect user satisfaction, the present research explores the effects of perceived value and sacrifices on users' satisfaction with m-payment services. The predicted relationships among perceived value, perceived sacrifices, users' satisfaction, continuance intention, word-of-mouth (WOM), shopping effectiveness, quality of life (QOL) and stickiness were established based on the mobile technology acceptance model (MTAM) and the value-based adoption model (VAM).

A representative data sample of 430 Egyptian banking clients was analyzed to test the hypotheses using partial least squares-structural equation modeling (PLS-SEM).

The findings revealed that all perceived value constructs significantly positively affect users' satisfaction. Moreover, all perceived sacrifice constructs significantly negatively affect users' satisfaction. Users' satisfaction, in turn, has a significant positive effect on continuance intention, WOM, shopping effectiveness, QOL and stickiness with m-payment services.

This is the first study to examine several levels of m-payment outcomes, including m-payment, consumer and bank outcomes, based on the integration of MTAM and VAM models.