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The purpose of this study is to investigate (1) how organizational culture influence student academic behavior at universities in Indonesia; (2) if there is any difference between male and female students in perceiving elements of organizational culture and its effects on student academic behavior; and (3) if there is any difference among students from different university origin in perceiving elements of organizational culture and its effects on student academic behavior.

This study is a part of quantitative research with a prediction design involving survey questionnaire. Participants consist of 800 students as survey respondents that were selected purposively from six government universities of the specified cities in Indonesia. Measures are developed and validated through a confirmatory factor analysis. Data were analyzed using multivariate techniques and path analysis to examine effects of organizational culture types on student academic behavior.

Findings of this study indicate that in general organizational culture significantly influenced the growth of student academic behavior.

The study is limited to public or government universities in Indonesia, that is why and the findings are not intended to generalize all universities in the world.

Leaders of the university organizations or units are suggested to improve their capacities in exploring the trend of organizational cultures, develop and adopt the cultures that contribute to the growth of student academic behavior.

The study provides high valued insights for university organizations especially people involved in the process of university leadership and management on how they deal effectively with organizational situations including types organizational culture, and develop the cultures that contribute to the growth of student academic behavior.

The study adds to the theories of organizational culture and the growth of student academic behavior on campus. It provides broad insights on types of organizational culture used in universities and its effects on academic behaviors performed by students in campus environment.

This study investigates the impact of universities' social marketing initiatives on students’ development of personal (altruistic, biospheric and egoistic) and social values, leading to their pro-environmental behaviors.

This study applies quantitative deductive research. This study examined the value-belief-norms (VBN) theory, adding social values to the framework. This study took place in Egypt from January 2023 to March 2023. The population of focus was college students (whether at public or private universities). Students were requested to fill out the questionnaire by scanning a quick-response (QR) code, which linked to a Google Form. After data collection, 410 questionnaires were analyzed using statistical package for social science.

This study developed empirical evidence that clarifies that social marketing initiatives done by universities have the power to develop students’ personal and social values. Values trigger behavior change. Social values lead to students’ pro-environmental behaviors; personal egoistic values lead to students’ pro-environmental behaviors; personal biospheric values lead to students’ pro-environmental behaviors and personal altruistic values does not lead to students’ pro-environmental behaviors.

This study offers firsthand insight in understanding how social marketing is an effective tool to develop students’ values that are needed to inspire the right behaviors to preserve and protect the environment. This study builds upon the VBN theory, explaining the significant underlying environmental values that should be developed through universities’ non-academic initiatives (such as marketing activities) to inform behaviors needed to better the community, such as pro-environmental behaviors.

School-wide positive behavior support (PBS) is a systems approach to prevention and intervention involving multiple levels of support. At the universal level (all students), prevention of behavior problems involves four very basic steps that are repeated with smaller numbers of students and greater intensity as directed by data. The first step is the prediction of problems or failures. To the extent to which we can predict a problem by time, location, student, and other contexts, we have the information to prevent. Prediction leads directly into the second step, which involves the development of effective prevention practices. The key to effective prevention is to approach all problems from an instructional perspective by considering what needs to be taught and how the environment can be arranged to increase the probability of success. The third step involves creating consistency with prevention efforts. Instructional efforts that are inconsistent are not effective in teaching new behavior. The last step involves development of the simplest way of monitoring performance so that those students who are not responding (i.e., are falling through the screen) may be quickly identified. This chapter describes the key features of effective universal systems as they are specifically related to the prevention of behavior problems and provides an overview of how such systems are developed, implemented, and sustained.

Current challenges in the educational sector along with age-related changes during early adolescence contribute to an increased sense of school alienation (SAL) among students. Some of the central concerns of SAL are failure to participate in classroom and socially deviant behaviors. This study examined the change in and cross-lagged relationships among alienation from learning, teachers, and classmates, and different self-reported learning and social behaviors across 508 secondary school students spanning a one-year interval from Grade 7 to Grade 8. The results revealed a slight increase in SAL and a decline in classroom participation. Earlier SAL predicted students’ later in-class participation and delinquent behavior, but not vice versa. The three alienation domains were shown to have different relationships with targeted learning and social behaviors: Alienation from learning and from teachers negatively predicted student classroom participation. Alienation from teachers and from classmates contributed to subsequent delinquent behavior. The study results emphasized the importance of SAL for students’ participation in classroom activities as well as in disruptive behaviors. Theoretical and practical implications of the findings for educational research and practice are discussed.

An extensive research base supports the positive effects of self-monitoring interventions on a number of student outcomes, both academic and behavioral. While the vast majority of this research base relied on traditional paper-and-pencil forms of self-monitoring, advances in technology have created significant opportunities to develop technology-based self-monitoring (TBSM) systems that may offer a number of benefits in terms of efficiency and data management, storing, and graphing. Technology-based self-management applications have evolved and been studied extensively in health-related fields, but research and development for such applications is only beginning in the field of education. In this chapter we (1) provide a brief overview of the literature on traditional forms of self-monitoring, (2) examine how educators and educational researchers may apply lessons learned about TBSM from the medical field, (3) summarize emerging literature on TBSM for students with or at risk for emotional/behavioral disorders in particular, and (4) offer suggestions for future research and development in TBSM.

There is a large body of literature suggesting that students with emotional and behavioral disorders (EBD) lack appropriate social skills, including deficits in building and maintaining interpersonal relationships, prosocial behaviors (e.g., sharing, helping, cooperation), and self-management strategies. While the literature shows small to modest effects of social skills training, these results can in part be contributed to how instruction is delivered. Best practice in social skills instruction includes screening when selecting students for intervention, identifying targeted skills and competing problem behaviors, conducting a functional assessment, and evaluating the effects of intervention. Current issues and perspectives related to social skills training for students with EBD are addressed.

Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been used to target and ameliorate disruptive student behavior for students with learning and behavioral disabilities. A review of two movement-based interventions – Brain Gym® and antecedent bouts of exercise – reveals different levels of research support. Brain Gym®, a commercial movement-based curriculum, is not supported by extant empirical research. Alternatively, a growing body of research empirically supports antecedent bouts of exercise as an effective behavioral intervention. This chapter provides a description and review of research for each intervention. Implications for instructional practice and recommendations are provided.

Students with emotional and behavioral disorders (E/BD) present unique challenges to the families and educators supporting them. Even though families and educators report that behavioral issues can be identified by age 3 (Walker, Ramsey, & Gresham, 2004), the commonly used wait-and-see approach to intervening results in children with E/BD not receiving services until after the age of 10 (Park & Scott, 2009). By this time, behaviors have become chronic (Lewis, Jones, Horner, & Sugai, 2010) and educators primarily focus interventions on the child's social skills and behavioral deficits while there is a lack of focus on the student's academic needs (Lane, 2007). The purpose of this chapter is to review trends in E/BD research and practice that specifically focus on social emotional and academic interventions. While there is a strong history and direction for behavioral interventions for students with E/BD, researchers have only begun to investigate the academic learning needs of this population of students. The documented deficits in reading, writing, and mathematics for students with E/BD make it clear that further research is needed in these areas. The use of strategies including self-mediated, group/peer-mediated interventions, and explicit instruction may be effective teaching strategies across content areas. Initial studies show not only improved academic outcomes but also increases in positive behavior. The need for teachers and researchers to focus on the whole child, both the social emotional needs and the academic deficits, is imperative in order to improve the lives of children with E/BD.

Despite promising conceptual developments in value co-creation behaviors, the scholarly attention afforded to the importance of the university website features in strengthening the university brand image and reputation through students’ value co-creation behaviors is limited. University website features are conceptualized as a hierarchical construct with three dimensions: usability, availability and information. This study aims to investigate the effect of university website features and value co-creation behaviors of students on promoting brand image and brand reputation at Islamic Azad University in Iran.

This study is quantitative. Using convenience sampling techniques, a responsive group of 384 students was chosen from the Islamic Azad University of Tehran in Iran. Survey methods were used for data collection. Partial least squares structural equation modeling was used to test the derived hypotheses.

The findings of this study indicated that website features have a positive effect on fostering value co-creation behaviors (participation and citizenship behavior), and participation behavior, in turn, improves university brand image and reputation. At the same time, among value co-creation behaviors, citizenship behavior has no impact on the university’s brand image. Finally, the brand image formed through website features and participation behavior positively affects brand reputation.

This study was conducted in the higher education (HE) sector in one cosmopolitan Iranian city (i.e. Tehran), to which Iranians from other cities travel for studying. Thus, the results of this survey include a variety of subcultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of university brand reputation across different nations using a cross-cultural approach.

Pragmatically, the findings of this study urge university policymakers, information technology managers and marketers to consider the university website’s unique role in assisting co-creation behavior, which in turn promotes university brand image and reputation in the HE market. One of the ways to assess a university’s brand image and reputation is through the university ranking system. Ascending the ranking system can allow a university to attract qualified students.

These findings contribute to the marketing literature by empirically validating the three elements in the website features construct, providing intelligence on how website features can drive value co-creation behaviors, brand image and reputation. Also, results revealed that the brand image of universities positively affects brand reputation. This study highlights the importance of national and international rankings of universities and students’ sensitivity to such rankings. Undoubtedly, this is evident in Iranian students’ behavior in selecting their university.

The purpose of this paper is to examine the role of university in shaping pro-environmental behaviour in students.

The paper used goal-framing theory to investigate the relationship between goals and pro-environmental behaviour by comparing the responses of entry- and exit-level students. Structural equation modeling, one-way analysis of variance and other standard statistical analysis have been used to analyse the data collected through questionnaire survey in a central university offering technical education in India.

Pro-environmental intention in students increases with a strong normative goal. The direct and indirect effects indicate hedonic goal and gain goal via normative goal leads to better pro-environmental behaviour. Higher values for normative goal in exit-level students substantiates the role of university.

The paper provides scope to improvise and incorporate environmental practices into the habits of the students by aligning their goals and university dimensions including curriculum, campus operations, research and outreach activities.

The results make an important contribution in establishing a sustained green culture by offering a new university paradigm.