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The purpose of this paper is to determine the importance of research setting in conflict research design. Research studies conducted in a university setting were compared to other research conducted in workplaces.

A meta‐analysis of 28 related papers was conducted to compute effect sizes of the linkages between task conflict, relationship conflict, satisfaction and performance. The impact of the research setting (i.e. university vs workplace) as a moderator was also tested.

The research setting was found to be a significant moderator of the linkage between task conflict and satisfaction, task conflict and performance as well as relationship conflict and performance. In each case of moderation, the effect sizes were much greater when research was conducted in the workplace than in a university setting.

The findings suggest that research conducted in a university setting likely underestimated the impact of conflicts on the level of satisfaction and the degree of performance as compared to research conducted in a workplace setting.

The author proposes that more conflict studies should be conducted in a field setting. In addition, it is proposed that such studies include more often satisfaction and related variables in research design.

The majority of conflict research is conducted in a university setting (e.g. students doing a project for credit), under the assumption that the setting is a fair approximation of the workplace. The present study shows that this assumption might not be true.

As settings‐based health promotion has gained ascendancy within the field, there has been increased interest in applying the approach within a diversity of contexts, one of the most recent being higher education. The University of Central Lancashire became one of the first few universities in Europe to establish a Health Promoting University initiative when it appointed a co‐ordinator in 1995. This article critically discusses the emergence of the settings‐based approach to health promotion and its application to the higher education sector. Focusing on the University of Central Lancashire as a case study, it considers the development of Health Promoting Universities. It is argued that while the settings‐based approach still faces the challenge of establishing clarity and consistency, the Health Promoting University does have the potential to provide a robust conceptual framework that can enable the practical development and implementation of an holistic, comprehensive and integrative approach to promoting health. The article ends with some reflections on challenges, opportunities and future directions.

This study aims to explore the role of individuals’ habitus in an organization’s performance measurement practices. Habitus refers to how individuals with a particular background perceive and react to the social world.

Drawing from the habitus philosophy developed by Bourdieu in his practice theory (Bourdieu, 1977), this study used a qualitative research methodology involving face-to-face interviews, observations of performance evaluation meetings and examination of documents within a Sri Lankan public university.

The authors revealed the power of university individuals as they possess practical knowledge in their field where they operate to make effects in the practice of a performance measurement system (PMS). In addition, the research findings show that mutually opposing strategies, self-interests and individuals’ varied power relations collectively play a dominant role in deciding the practical operation of the PMS at the university.

While this study is constrained to a Sri Lankan public university, its findings offer insights into how individuals within an organization can emerge as influential players in PMS practice.

The findings enhance the understanding of how PMS practice may operate beyond traditional, calculative and abstract forms in an organizational setting. Instead, individuals, as micro-level forces in a specific social space, shape organizational practices, such as PMS, in universities.

Diabetes mellitus (DM) is an important health problem throughout the world. Association between DM and oral diseases has been reported and dental clinic is indicated to be one of the suitable venues for the screening of DM. The purpose of this paper is to determine patients’ attitude toward DM screening in dental clinics.

The anonymous, self-administered questionnaires of five-point response scale questions were distributed to convenience samples of adult patients (⩾25 years) attending one of the dental settings. These dental settings were divided into the university/hospital-based dental clinics (encompassing two university-based and five hospital-based dental clinics) or the private dental clinics (encompassing two private, and one special (after office hour) clinic of a faculty of dentistry). The questions could be categorized into three groups regarding importance, willingness, and agreement of DM screening in dental settings. Results are presented as percentage by respondents based upon the number of responses for each question. The favorable outcomes which were defined as responses of either scale of 4 or 5 were also summarized according to dental settings. The χ² test for comparison was used to compare the favorable outcomes between the two settings.

A total of 601 completed questionnaires were collected; 394 from university/hospital-based dental clinics and 207 from two private clinics and a special (after office hour) clinic of a faculty of dentistry. Overall, the majority of respondents in both university/hospital-based and private practice settings felt that it is important to have a dentist conduct a screening (84.8 vs 79.5 percent). The majority of patients in both groups were willing to receive blood pressure examination (95.0 vs 92.0 percent), weight and height measurements (94.7 vs 94.0 percent), saliva/oral fluid investigation (86.4 and 86.9 percent) and finger-stick blood test (83.8 vs 83.9 percent). More than 75 percent of all respondents agreed with diabetes screening in dental clinics.

The majority of respondents supported the screening of DM in dental settings and they were willing to have a screening test by the dentist. Patient acceptance is an important key to be successful in the screening of DM in dental settings.

This study aims to explore ways to minimize plate waste at university canteens by studying plate waste and consumers at three main canteens of a university, Thailand.

Using university canteens in Thailand as a case, plate waste was characterized and quantified and consumers’ insights concerning food consumption practices were examined through focus group discussion.

The results revealed that each consumer wasted edible food around 19 grams/meal. The generation of plate waste is affected by the food provision system, including canteen setting, food purchasing procedure and food quality. In addition, the presence of stray dogs in the canteens inhibited consumers from finishing up their food. Thus, improving the food provision system is crucial to engage consumers in achieving zero plate waste.

This research sheds some light on ways to engage consumers in sustainable consumption and contributes to the knowledge on plate waste and sustainable consumption in university settings. Improving food quality and canteen settings are of importance to better engage consumers. In addition, this research revealed that concepts of system of provision and citizen-consumers are practical to analyze sustainable transformations for green university initiatives.

Although a burgeoning body of literature has established the influence of hope and employee creativity, the debate on the relative importance of hope and its components of pathway and agency on its outcomes has not been clarified. Literature has it that hope and its individual components of pathway and agency have a varying magnitude of influence on its outcomes. Some scholars argue that agency and pathway components better predict its outcomes than overall hope. The current study establishes the relative importance of hope and its components on creativity using evidence from Makerere University, Uganda.

The study adopted a cross-sectional quantitative survey design to collect data from the academic staff of Makerere University. The study used usefulness analysis to establish the relative importance of the predictor variables on the dependent variable.

The study findings revealed that agency and hope components of hope significantly predicted creativity. Overall, hope also significantly predicted creativity. Regarding relative importance, hope turned out to be the most “useful” predictor of creativity, followed by its components of agency and pathway.

The study was conducted in a public university setting located in urban areas. The findings may not be generalizable to private settings due to variations in the teacher's creative behaviour with variation in the creative environment. The study was also cross-sectional, which may not yield results of changing employee creativity over time. Further studies should establish the link between hope and creativity using a longitudinal survey to compare employee creativity using data collected at different intervals.

The value of the current study is both theoretical and empirical. Theoretically, the study findings enrich the hope theory by revealing the relative importance of hope on its outcomes over and above its components. The study also confirms the assertions of the dual pathway to creativity model by revealing that employees who are rich in hope components of agency and pathway have the cognitive flexibility to pursue creative goals and, when faced with failure, can generate alternative solutions to solve work problems.

The University of Central Lancashire's ‘Health Promoting University’ initiative has adopted a ‘settings‐based’ approach to health promotion, aimed at embedding within the organisation an understanding of and commitment to holistic health and to development of its healthpromoting potential. Action to promote mental well‐being is one of the initiative's priority foci, overseen by a multidisciplinary inter‐agency working group. Experience to date suggests that the university is an important setting for the protection, promotion and maintenance of mental well‐being. It also suggests that the Health Promoting University offers a robust theoretical framework that can enable the practical development and implementation of a holistic, comprehensive and integrative approach to promoting mental well‐being. This paper provides an overview of the Health Promoting University initiative, describes work carried out on mental well‐being and explores the challenges and opportunities involved in seeking to use the Health Promoting University framework to promote mental well‐being.

The purpose of this paper is to report on an action research project carried out in an Italian university hospital that was facing a strategic challenge. The role of intellectual capital (IC) for university hospital strategic management is discussed after developing and applying an IC framework to enhance the visualisation of strategic IC elements.

An action research process has been applied in the studied setting based on Susman and Evered’s (1978) definition of the engaged research cycle.

The action research process allowed a gap between theory and practice to be bridged; the strategic control process resulted supported by new measures; a different approach to strategy management was launched, and other organisations perceived the relevance of the IC representation and wished to import it.

Research limitations are related to those recognised for the interventionist research approach.

The paper contributes to the improvement of managerial and accounting technologies for practitioners managing university hospitals and discusses a university hospital’s strategic goals.

The paper represents a methodological contribution related to the interventionist research stream of literature, and enriches the limited studies focused on IC in health care organisations. Furthermore, the paper enables appreciation of the role of academics in the convergence of theory and practice.

A major justification for the state subsidy of university education at public institutions (and, in some countries, of private universities too) is the economic and social benefits accruing to society as whole from a significantly university-educated workforce and citizenship. Based upon a broad range of research findings, a particular societal benefit emanating from higher education relates to good citizenship: that it leads to more open mindedness and tolerant political attitudes. We examined these issues using a representative sample of students from Israeli universities to clarify the extent to which these outcomes would be paralleled in the Israeli setting, where the university experience differs markedly from that found typically in the West.

The research is based on a comparison of political tolerance levels between first- and final-year students enrolled in regular undergraduate study programs (of four days a week or more). However since a change in tolerance is likely to be contingent also on the amount of time that the student spends on campus during the study year, we introduce, as a control group, students enrolled in compressed study programs (of three days a week or less) and compare changes in their tolerance levels with tolerance changes of students enrolled in regular programs. Research questionnaires were distributed to undergraduate students at three universities from the three major districts in Israel–north, south and center. The achieved sample size was 329 students.

Using Difference-in-Differences techniques, we looked for any changes in students' general political tolerance, over the course of their studies. Surprisingly, we found no such effect on political tolerance attitudes. Israeli students are older and often married and though nominally full-time students, they often hold down a full-time job. Thus they come and go to attend lectures but do not otherwise spend much time on campus. Given the somewhat perfunctory nature of the university experience for most Israeli students, it does not to lead to more open-minded and tolerant political attitudes.

Some broader, practical applications of the research, beyond the Israeli case, are presented, particularly related to distance learning and to the impact of COVID-19. Attention is given to more recent “Cancel culture” developments on university campuses.

The results have wider implications, to other university setting in other countries. Changes in political attitudes may occur in university settings where campus life is well developed, with opportunities for student interaction, formally in extra-curricular events or through social mixing outside the lecture hall. Where the university experience is more minimally confined to attendance at lectures these desirable outcomes may not be forth coming. These findings are relevant to other university frameworks where campus attendance is marginal, such as in open university education and, even more explicitly, in purely internet-based higher education study.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.