Abstract

Adult obesity has remained a key health concern globally. Theory-based social marketing interventions are considered effective for improving dietary and physical activity (PA) behaviours. However, their application in universities is not yet established. This review aimed to identify social marketing strategies targeting healthy eating and/or PA behaviours of young adult university students and outline the intervention effectiveness. Literature search, screening, and data extraction followed the Joanna Briggs Institute (JBI) methodology for scoping reviews. PubMed/Medline and Scopus databases were searched for intervention and exploratory studies published between January 1, 2000, and September 20, 2023. Twelve articles were selected based on the eligibility criteria. Although different in study design, all studies reported improved healthy eating-related outcomes, while three showed improved PA-related outcomes. One study incorporated all six of the social marketing benchmarks, but the majority identified two. Most studies focused on behavioural objective, formative research, and marketing mix in their intervention design. Four studies incorporated behaviour change theories in development of the social marketing campaigns. Social marketing using social media could be a significant approach for improving healthy eating and PA in young adult university students when behavioural change theories and all social marketing benchmarks are adopted. More generalizable longer-term investigation into the effectiveness of this approach in university young adults is needed to tackle adult obesity related health issues.

Introduction

Obesity has remained a global epidemic and represents a key risk factor for the development of many chronic diseases [1]. This epidemic is reflected by the prevalences and trends of adult obesity in Australia and the US, with females showing higher rates of becoming obese than males [2,3]. For example, approximately 12.5 million Australian aged ≥18 years were categorized as overweight or obese in 2017/2018, equivalent to 2 in 3 adults being overweight or obese [4]. The prevalence of overweight and obesity in Australian aged ≥15 years has also demonstrated a steady upward trend, with a combined incidence of 60 % over the period 2006 to 2019, particularly those living in rural and regional city urban areas [5]. This trend aligns with recent observation from five US national studies where obesity incidence increased from age 15 years into young adulthood [6]. Similarly, obesity prevalence rates among Canadian young adults (≥18 years) increased from 23.9 % in 2007/09 to 26.4 % in 2012/13 [7]. These trends highlight the need for more efficient interventions targeting key modifiable risk factors to prevent and manage obesity in young adults. Obesity in young Australians, Americans, and Canadians (aged ≥18 years) is attributed to several risk factors such as poor diet, physical inactivity, sedentary behaviours, low socioeconomic status, and stressful life events [8, 9, 10, 11, 12, 13, 14].

One such life event is the transition to university life [15]. It represents a critical period where changes in lifestyle behaviours (e.g., decrease in physical activity (PA) and fruit/vegetable intake) and weight gains are more commonly documented [15]. Starting university in Australia, Canada, and the US is influenced by several barriers perceived to healthy eating/lifestyle such as unsupportive institutional environment, availability/cost of healthy foods, neglect of PA, easy access to fast food, peer influence on unhealthy eating behaviour/physical inactivity, insufficient sleep, and stress [16, 17, 18, 19]. Students appeared to maintain those detrimental behavioural patterns such as excessive screen time and physical inactivity during the transition [20,21]. Alarmingly, a higher psychological distress risk was found in students who followed unhealthy patterns of behaviour such as physical inactivity and unhealthy diet while studying transition to university courses [22, 23, 24]. Different types of interventions have been used to improve dietary, PA, and weight-related outcomes (e.g., body fat, lean mass, waist-to-hip ratio, waist circumference) in the university setting, including strategies promoting healthy food purchases, online education and using web resources, and social media/technology devices [25].

Results

Our search identified 32,928 records for possible inclusion, with 32,571 duplicates removed. A total of 357 articles were screened by title and abstract for inclusion, and 325 articles were excluded based on Table 1. Of the 32 full-text articles that we screened as potentially relevant, 12 met the inclusion criteria (Table 1), which involved more than 52,280 university students/young adults (aged 18–35 years). A PRISMA flow diagram of articles inclusion is summarized in Fig. 1. The results were divided into two themes: university setting and young adults.

Abstract

Purpose
This study examined the effect of human resource development practices on employee performance, with job satisfaction as a mediating variable among academic staff at Mizan Tepi University.

Methods
A standardized Likert-scale questionnaire was administered to academic staff members selected through stratified random sampling from eight colleges at Mizan Tepi University. Descriptive and inferential statistics, including a structural equation model and t-tests, were used for data analysis.

Results
The study found a significant positive correlation between human resource development practices and employee performance. Job satisfaction was identified as a mediator between HRM practices and employee performance. Specific dimensions of human resource development practices, such as training and development, academic career development, teamwork spirit, and counseling, had significant effects on employee performance, with both positive and negative impacts observed. Additionally, academic career development, succession planning, and counseling were found to have a statistically significant positive effect on the academic staff at Mizan Tepi University.

Conclusions
This study found that training and development, academic career development, teamwork, counseling, and job satisfaction significantly impact employee performance. The results of the regression analysis using the SEM model revealed that job satisfaction, training and development, and teamwork positively affect academic staff performance while negatively affecting academic career development and counseling. Academic career development, teamwork, counseling, and succession planning were found to have a positive effect on job satisfaction. The mediation analysis indicated that academic career development and counseling partially mediate employee performance, while succession planning fully mediates it. Therefore, focusing on training and development, performance appraisal, rewards, teamwork, academic career development, succession planning, and counseling is essential to enhancing job satisfaction among academic staff at Mizan Tepi University.

Introduction

A framework for increasing human capital inside an organization by developing the company and its employees to boost performance is known as human resource development [1]. Through planned learning activities, human resource development practices create essential competencies that people in companies need to accomplish their present and future roles. Consequently, the concept of HR development has emerged as a strategy to enhance the capacity of existing employees in organizations to perform their duties efficiently. Human resource development (HRD) practices apply to various types of organizations within the business sector that use HRD to initiate and manipulate exchanges that include knowledge sharing, skill development, information transfer, collaboration, feedback, or mentorship. HRD also guarantees a healthy balance between the desires of individual employees and those of the entire organization [1]. According to published studies [2], the foundation of human resource development is the enhancement of organizational performance through the work and skills of people. It seeks to enhance the accomplishment of the purposes and objectives of an organization. The main aim of HRD is to prepare employees to work in the current environment to the best of their abilities and to develop these abilities in preparation for upcoming challenges. Training and development programs create awareness to contribute to employee effectiveness, job performance, and overall organizational success among employees through the use of new technologies [3]. According to Ref. [4], one of the vital traits in the field of HRD is the focus on work-based training, or what may often be referred to as informal education techniques. To accomplish their objectives, organizations must improve the skills and capacities of their workforce by supporting individual training and creating settings where knowledge may be generated, shared, and used by a variety of stakeholders as well as by individual workers. According to Ref. [5], the relationship and impact of HRD practices on job satisfaction indicate that the HRD climate has a definite impact on job satisfaction, which in turn leads to increased organizational performance. They studied the impact of HRD on the job satisfaction of employees in selected public sector enterprises and subsequently studied the impact of HRD on employees and organizational performance. According to Ref. [6], there is a significant relationship between the HRD environment and job performance, and any positive change in the HRD environment will bring about positive changes in job performance. The HRD climate refers to the overall environment, culture, and practices within an organization that support and promote human resource development. HRD practices are the primary way organizations attempt to maintain the competency levels of their employees, thus increasing their performance levels. Ineffective HRD practices can result in various problems, such as a reduction in employees’ ability to develop and apply new skills, a decrease in staff productivity, an increase in employee turnover, and lower overall performance levels within organizations [7]. Problems relating to HRD result from HRD programs failing to address organizational and staff needs. When HRD initiatives are carried out effectively, they may boost productivity and save costs associated with personnel turnover, services, strikes, and losses. HRD plays a vital role in improving job performance and overall organizational effectiveness. Some studies have addressed current HRD practices as an HRM issue. For example, new-entry academic staff, especially those who receive training in SPSS, STATA, and SEM and who have skill gaps, will be more effective as a result of HRD practices. This means that they are better equipped with the necessary skills, knowledge, abilities, and competencies to perform their job tasks successfully and contribute to organizational effectiveness because the formal educational system does not adequately teach specific job skills for a position in a particular organization, so such employees will not have the requisite skills, knowledge, abilities, and competencies needed to perform a specific job. As a result, HRD activities are required to enhance their performance and to help them make substantive contributions to the organization’s growth. However, inefficient HRD practices can lead to many problems, such as reduced employee enthusiasm for learning and applying new skills, decreased employee productivity, low morale, and higher employee turnover rates [8]. One of the most prominent and well-respected jobs in the world is teaching.

Conclusions

The main objective of this study was to examine the effect of human resources development practices on employee performance and explore whether job satisfaction mediates the relationship between human resources development practices and employee performance. The study focused on academic staff at Mizan Tepi University as the sample population. The following conclusions have been drawn in light of the study’s objectives and findings:

Firstly, the analysis of demographic variables revealed that there were no significant mean differences between male and female respondents in terms of job satisfaction. However, gender affects employee performance. This suggests that gender diversity should be promoted in organizations, creating an inclusive environment and policies that eliminate gender-based discrimination.

Secondly, the results of the correlation analysis showed a positive and significant relationship between training and development, academic career development, teamwork, counseling, and job satisfaction. It implies that when the university effectively implements human development practices, such as rewarding employees, implementing succession planning, promoting academic career development, and fostering teamwork, there is a proportional improvement in employee performance. Furthermore, all the HRD practices showed significant and positive relationships with employee job satisfaction. This underscores the significance of focusing on training and development, performance appraisal, rewards, teamwork, academic career development, succession planning, and counseling to enhance job satisfaction among academic staff at Mizan Tepi University.

1. Introduction

2. Related works

3. Methodology

4. Results and disscusion

5. Conclusions

References

Abstract

The rapid increase in the era of the technological revolution and the Internet, especially the social media, have created a new reality in the daily life of the societies in general and of the university students in particular, so this new reality without any doubt imposes on us the general effects of this increasing use of social media has affected all areas and societies The effects are positive and negative. These social means have become a vast space for exchanging ideas, making new friends, proposals, sources of information, business and e-shopping. In this study, we have decided to shed light on the academic, political and economic effects of the study by comparing them to the general effects of social media by looking at the demographic variables of Iraqi university students. Three universities (Kerbela University in the Middle Euphrates, UOITC University in the capital Baghdad and Tikrit University in western Iraq) where we considered spatial, cultural and social differences. Data collected through a survey consisting of four categories, General Influences, Academic Influences, Political Influences and Influences Business (distributed over 40 questions) We tried to cover most of the students’ common uses of social media and their impact on them. The questionnaire was distributed through 100 questionnaires to each university. The total number of participants was (201) distributed on (77) participants from Karbala University, (50) participants from Tikrit University and (74) participants from the University of Information and Communication Technology (UOITC).

Introduction

In the last few years, evolutions have been trying an increasing interest in using the internet and communication technologies tool (ICT). Wide groups of applications and technologies were generated to support communication to others anytime and everywhere. Presently, the internet has become be a necessity for the world community. All people can reach all the information without any limitation, on time and place. Also, in the learning procedure, communication can be one of the determinant factors to gain success in the learning process. The use of ICT also can be given good impacts for learning process as well as to provide learning efficiency in order to help students cooperate with other about the topic of the lessons because each one from them has different unique learning style [1]. Likewise, with respect to huge scale mobile social networking, users may have a place with various networks or groups, and covering clients may assume unique jobs in complex systems. From that point, the basic issue is the manner by which to survey or clarify client reliability.

Introduction

Background and definitions of student engagement

Connecting library programming with student engagement

Connecting PA Forward with academic library programming

Basic literacy

Information literacy

Civic and social literacy

Conclusion

Notes

References

Abstract

This article explores how the academic library can help foster conditions for both academic and social engagement on the college campus, with the ultimate goal of increasing student satisfaction, success, and retention. The background and varied definitions of student engagement are reviewed and the importance of engagement for student success is discussed. Finn’s participation-identification model (1989) is adapted to show how the academic library can provide opportunities through library programming for meaningful engagement to take place. The model holds promise for documenting positive outcomes for library programming in light of already defined ways engagement is known to help with overall success and retention. Examples of successful programs are provided showing how this model can be put into practice.

Introduction

Student engagement is a multi-faceted, well-researched, and oftendiscussed topic on college campuses. Although definitions of student engagement vary, the consensus is that engagement involves both academic and social components. Hu and Kuh (2002, p. 555) view it as “the most important factor in student learning and personal development during college”. As such, it is unrealistic to expect any one group to take full responsibility for all the dimensions involved in engagement. There are numerous mindsets and strategies available for students, administrators, faculty, and staff to improve student engagement in a holistic approach. The academic library, often considered the heart of the university, could play an important role in this approach, with the ultimate goal of improving student learning and success.

Given the documented importance of engagement, it would be beneficial for institutions to focus on ways to set the stage for this engagement to take place, creating an environment in which students are motivated to seize opportunities to become involved, both in and out of the classroom. This article explores how the academic library can contribute to such an environment. By providing opportunities for students to make connections with others on campus and participate in activities that foster effective learning practices, spark curiosity, and engage them both academically and socially, the academic library can have a positive impact on student learning and personal development. The library is in a unique position to bridge the academic and social pieces of the college experience. In institutions with available resources, academic libraries could capitalize on this role by providing these opportunities through meaningful co-curricular programs that extend beyond the classroom. However, the library’s role in student engagement could be considered in many ways, depending on the size of the budget, the staff, and the institution. At the very least, the library offers a space for student-faculty interactions to take place outside of the classroom. Finding ways to encourage these interactions and to merge the academic and social components of engagement could do much to help create a culture of learning on the college campus.

Introduction

Literature review

Methods

Data analysis and results

Discussion

Conclusion

Appendix 1. Sample libraries of this study

Appendix 2. List of the selected ARL member libraries for identification of guides

References

Abstract

Built on a pilot study, this study examined how librarians understand fake news and the specific methods or strategies they suggest for detecting fake news by analyzing their guides from academic libraries. A content analysis regarding a total of 21 institutional guides was conducted. The major findings include the following: 1) in the librarians’ guides stating their definition of fake news, the two elements of falsity and the intention to mislead were explicitly stated. The other element of bias, however, was presented in only some guides. 2) The sub-elements of clickbait, a decontextualized content and omitted information were inconsistently or barely presented across these guides. 3) Only two institutional libraries put forth the notion of fact in relation to fake news in their guides. 4) All of the guides suggested checklist approaches to detecting fake news or evaluating news sources. Finally, 5) librarians acknowledge the influence of human biases on consuming news. However, psychological factors are minimally presented in most of the guides. This study provides a few suggestions. First, librarians must further clarify the term fake news so that it reflects its multiple layers. Second, librarians must incorporate new strategies, such as lateral reading and click restraints, in combination with a few prioritized elements of a checklist into their guides regarding detecting fake news. Finally, librarians must pay attention to psychological factors more when interpreting facts in their strategies about news sources and fake news.

Introduction

Fake news has been a serious public concern since the 2016 US presidential election. Academics, professionals and organizations have responded to the phenomenon of fake news by engaging in a range of activities, from conferences and empirical studies to fact checking. Librarians have also joined in these efforts. Some urge that librarians should take a leadership role in combatting fake news (Buschman, 2019; Cooke, 2017; Wade & Hornick, 2018). Similarly, others maintain that the current information crisis is an opportunity for librarians to promote the profession and demonstrate their value (Eva & Shea, 2018). Accordingly, there have been a number of efforts to tackle fake news within the profession (Buschman, 2019; Eva & Shea, 2018; LaPierre & Kitzie, 2019; Neely-Sardon & Tignor, 2018; Wade & Hornick, 2018). One notable activity introduced by librarians includes the creation of their guides for college students to discern fake news. By providing students with these guides, academic librarians have attempted to help students detect fake news and become savvy news consumers.

We investigate how technology transfers from universities to private firms influence firm innovativeness. Using data on R&D acquisitions from universities of more than 10,000 Spanish firms for the period 2005-2013 and applying propensity score matching techniques, we find that technology transfers from universities strongly increase firm innovativeness. We next explore heterogeneous effects in order to analyse whether these gains are mediated by firm size and the business cycle. Our results suggest that the contribution of universities to firm innovation is particularly important for small firms and during the whole business cycle. The contribution of universities goes beyond its direct effect on innovation: We find that technology transfers from universities generate positive spillovers and enhance firms‘ internal R&D capabilities. Our results suggest that the knowledge generated by universities makes an important contribution to economic growth through technology transfers, which makes firms more innovative. Hence, knowledge creation by universities provides an important public good.

Introduction

Do universities provide benefits to society beyond providing higher education to the young generation? This question has been at the core of the public and political debate about the role of university in society (Veugelers, 2016). One way universities can benefit society beyond education is through the transfer of their scientific research to firms which, in turn, can enhance innovation and thereby long-run economic growth (Mansfield, 1991). A core role of universities is to generate basic knowledge at the frontier of research, which is difficult to obtain through private markets.1 Therefore, companies have incentives to acquire some research from universities (contractual technology transfers) instead of producing it themselves to remain competitive and to increase efficiency. While there is a large amount of literature on the effects of in-house R&D on innovation, and on the productivity of technology transfers from the perspective of universities, 2 few studies analyse the effects of contractual university technology transfers on firm innovation. In this paper, we contribute to filling this gap. We investigate the effect of knowledge transfers from universities to private firms on firm innovativeness. A fundamental feature of universities is that they generate basic and applied research in an interlinked way. As a consequence, a large variety of different firms can benefit from university knowledge. Some small and medium sized firms lack capabilities and skilled personnel to implement incremental product innovations already known in the market.3 Some start-ups hire research university services to create and organize their own laboratories. Large firms often have incentives to develop new products and processes to stay ahead of their competitors and to reduce their costs.

1- Introduction

2- Literature review

3- Methodology

4- Results

5- Discussion and conclusions

References

Abstract

Immersed, educated, and raised amid technology, the new student generation is formed by digital natives. The use of online social networks (OSNs) has soared in recent years, and students are among those who have adopted them more enthusiastically. Therefore, it is necessary to analyze how students’ academic life is shaped by the use of such networks. After providing a review of the literature on OSNs and their influence on students, this study presents the results of a survey that proved helpful to assess students’ opinions in this regard. A typology of students based on their perceptions of OSNs is provided. The findings suggest that students value the positive aspects of OSNs to a much greater extent than they value the negative aspects of OSNs.

Introduction

Skills related to collaboration and teamwork undoubtedly stand out for their relevance in current as well as future organizations. Both the firms and the academic institutions which deal with students’ competences stress that learners should be increasingly able to work not only inside teams but also collaboratively, and in an autonomous way (Helm, 2017). Online social networks (OSNs) actually serve such purposes. Teachers are responsible for transforming a technology usually seen as a distraction into a learning tool that can: promote problem solving; make the use of information sources easier; improve collaboration; permit the interaction of students with one another as well as with teachers and experts; and help improve students’ integration into education centers, thus improving their academic performance too (Evans, McFarland, Rios-Aguilar, & Deil-Amen, 2016; Siegle, 2011). However, a number of recent reports have revealed that the obsession with OSNs, which reaches levels above other common addictions such as tobacco (Aladwani & Almarzouq, 2016), may mean a waste of time by the multiple distractions involved. Furthermore, despite all the existing research on the use of Information Technologies as a teaching tool, a better understanding still needs to be acquired about how to exploit them for the creation of collaborative spaces meant to promote deep, long-lasting learning (Magen-Nagar & Shonfeld, 2018). This shows the importance of examining not only the possible problems but also the potential benefits that using OSNs brings to university students. For that purpose, the present research work took advantage of students’ opinions to try to identify the strengths and weaknesses of OSNs as well as their impact on academic performance. With this aim in mind, the literature review is followed by the presentation of the results obtained during a survey carried out among undergraduate students enrolled in subjects related to Human Resource Management. It was additionally being sought to establish a typology of students according to their attitude toward OSNs, and the influence that the latter may have on their studies. Establishing a typology will prove useful for lecturers; if they understand that not all students behave in the same way when it comes to OSNs, that will help develop a variety of action patterns aimed at different student profiles.

Following the principles of the knowledge economy, the Organization for Economic Cooperation and Development (OECD) and the European Union (EU), among others, have adopted knowledge management (KM) frameworks in their strategic directions for global and local development (Angelidou, 2015). This paradigm shift in strategic planning has strongly influenced urban development, with the result that knowledge is now conceived as the core component that makes cities smart (Bakici et al., 2013; Hollands, 2008). Accordingly, we hereafter refer to smart cities as “the result of knowledge-intensive and creative strategies aiming at enhancing the socio-economic, ecological, logistic and competitive performance of cities” (Kourtit and Nijkamp, 2012:3). In turn, the rationale underlying the so-called knowledge-based urban development (KBUD) approach is becoming more and more prevalent for the design and implementation of smart city projects (e.g. Yigitcanlar, 2010; Yigitcanlar and Velibeyoglu, 2008). Despite the emergence of the KBUD approach, there are few examples of successful KM initiatives in smart cities since managing knowledge in smart city projects is not straightforward (Yigitcanlar, 2014). Notably, two main issues to the effective implementation of KM practices within smart city projects can be recognized, namely KM governance and KM processes (e.g. Anttiroiko et al., 2014; Lombardi et al., 2012; Winden et al., 2007). KM governance reflects the complex relationships among the main partners involved in smart city projects – i.e., the government, the private sector, the academia, and, more recently, the civil society – which represent the four eliches managing knowledge assets in novel urban ecosystems (Selada, 2017). Instead, KM processes refers to the multiple processes to set and implement for managing (diverse types of) knowledge in the development of smart cities – e.g. the SECI model (Nonaka et al., 2000) – which involve different actors and KM capabilities (Bhatt, 2001; Bresciani et al., 2017). Furthermore, recalling the link between open innovation and KM literatures (Chesbrough, 2003; Natalicchio et al., 2017; Santoro et al., 2017), we recognize that the knowledge needed for the development and prosecution of smart city projects can reside in different domains, i.e. within or beyond projects’ boundaries (Pancholi et al., 2015; Paskaleva, 2011). Thus, the mechanisms to manage the two main KM issues may differ depending on the origin of knowledge, hence highlighting how modern urban planning is a complex task requiring appropriate managerial and KM actions.

Introduction: universities in the smart urban quality development

This article deals with the arguments and creative means for striving for high quality in the universities. In general, the importance of high quality is emphasised (ESG, 2015) in the higher education, and especially this is justified as a prerequisite for the universities’ successful contributions to the development of the smart cities or communities. Almost one thousand ranked universities (Times Higher Education, 2017) exist in different cities all over the world; the bigger cities typically have several or many universities. Many different academic university rankings are directed to emphasise the academic achievements but do not follow the traditional recognised quality concepts or principles. Hence, the universities have much to learn and develop regarding the professional quality practices. Particularly this can happen in collaboration with the other organisations, which they also are serving in the society. Universities are essentially urban institutions. Modern universities were born and developed from the year of 859 (Arbaoui, 2012) onwards in the cities and on their impact, and in turn, they have influenced on the development of the cities and the whole societies. Universities play a significant role in supporting regional social cohesion, economic growth and future competitiveness (ESG, 2015). As a significant example, Humboldt University in Berlin Germany provided the model of the University of Civilisation, the ideal that the science provides the basis for civilisation (‘Bildung durch Wissenschaft’) (Hautamäki, 2016). This means that the University’s societal responsibility arises when its research and teaching address challenges of the society, which have an important impact on people’s lives and well-being, and whose solution requires interdisciplinary and broad interaction with the various stakeholders. In Astana, Kazakhstan, the University of Civilisation especially aims at promoting the inter-ethnic harmony (Appelbaum, 2005). On the other hand, smart city was a key theme of the Expo2017 in Astana. Given the desire to become increasingly knowledge-based, as is the situation regarding the smart city development, the higher education is essential to the socio-economic and cultural development. Many university-units or their researchers have been involved and collaborated with other organisations in the smart city development projects, which have been carried out in various countries since 2011.

For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational change management. Underlying this account is an assumption of organisational autonomy and the capacity of designated leaders to direct such change processes. However, a case is now being made for the consideration of alternative organisational theories or models that offer a different perception on the sources and patterns of organisational change in higher education. These theories perceive organisations more as emergent entities in which change is continuous, often unpredictable and arising mainly from local interactions. The paper surveys the implications that acceptance of the alternative paradigm might have for strategising and change leadership in higher education institutions. It suggests that the accommodation of these alterative paradigms of institutional development in higher education may itself be an emergent process.

Introduction

Recent decades have seen higher education being steered towards a more rational and accountable form of governance, a process described by Krücken and Meier (2006) as turning the university into an organisational actor. Institutional theorists explain the transition of public and professional bodies like higher education institutions (HEIs) towards this organisational model in the context of a general rational transformation in world society (Ramirez, 2012). In this context, HEIs are increasingly rationalised as sovereign organisational actors that are expected to commit themselves to the goals of greater accessibility and social and economic relevance and are actively encouraged in this direction by national and transnational policy bodies. As an organisational actor, the institution possesses a degree of sovereignty and rationality that was absent in the state centred or academic led institutions of the past. Brunsson & Sahlin-Anderson (2000) describe the essential characteristics of this modern organisational form as having a distinct identity and a rational approach to directing organisational change and resource management so as to better align the institution with societal demands. The approach assumes a clear statement of institutional goals and strategy and a structured leadership with sufficient autonomy and capacity to deliver such change. The adoption of this rational approach to the organisation of higher education has not been without difficulty or dissent. A case is now emerging for the consideration of alternative theorisations of higher education based on a different paradigm of what constitutes an organisation and how organisational change occurs. Scholars have pointed to the limitations of applying an organisational form that may not correspond to the realities of life in higher education: its traditions or national context, its internal complexity and unique form of governance, the complexity of its environment and the open-ended nature of its core activities of teaching and research (Musselin, 2006; Whitley, 2008). Others have questioned whether there is substantial evidence linking the adoption of this organisational form and institutional performance (Enders, De Boer, & Weyer, 2013; Stacey, 2011). A critical literature suggests the main purpose of this rational approach is as a means of facilitating managerialism (Deem & Brehony, 2005), academic capitalism (Slaughter & Rhoades, 2004) or the marketisation of higher education with consequent negative effects on academic well-being and the quality of teaching and research (Franco-Santos, Nalick, Rivera-Torres, & Gomez-Mejia, 2017; Molesworth, Scullion, & Nixon, 2010).

Emotional intelligence is the ability of an individual to assess and control emotions in oneself and others and also use this information in ongoing coping methods. Emotional intelligence is known to have an effect on the success rate of an individual as well as job performance and satisfaction. Though contradictory, emotional intelligence is supposed to have multiple factors affecting it. The aim of this study was to investigate whether Shiraz University of Medical Sciences has an effect on the emotional intelligence of its medical students and also whether the students’ emotional intelligence had a relationship with their gender, hometown, and application exam rank or cumulative grade point average. Junior and senior medical students were approached from Autumn (2016) until winter 2017 and asked if they would fill out the Persian translation of TEIQue-SF questionnaire. They were also asked to inform us about their gender, educational region, cumulative grade point average, and Konkoor rank. The data was later analyzed by SPSS ver. 22. A significant difference was found between emotional intelligence of junior and senior medical students. No significant difference was found between emotional intelligence of male and female participants and there was no relation between emotional intelligence and Konkoor rank, cumulative grade point average, and educational region. The results showed that medical education has a negative effect the emotional intelligence. Males and females in this study had the same emotional intelligence that suggests the social effects on emotional intelligence. Also, the net effect of hometown and culture was not significant enough to influence emotional intelligence. As we analyzed the relationship of emotional intelligence and cumulative grade point average, it was concluded that the academic success of the students which is based on their scores is not related to their emotional intelligence.

Background

Emotion is any kind of mental experience which has a high gravity that causes mental disturbance and also has a high pleasure content; either pleasant or unpleasant [1]. These experiences themselves are results of deeper processes and so they can influence perception and social communications [2]. Intelligence is the ability of an individual to function purposefully, think wisely and communicate with the surrounding which can be summed into the ability to solve cognitive difficulties and is divided into multiple subgroups e.g. linguistic, logical, visual, etc. [3–5]. Emotional intelligence1 is an individual’s ability to assess, express and control emotions and feelings in him or her and others, differentiate among them and use them into coping methods [3]. EI can be studied into 3 categories: 1. Assessment and expression of emotions: – in oneself, which happens in a verbal and a deeper non-verbal level. – in others, which happens in a non-verbal and a deeper level named “Empathy” which some say it is the most important aspect of EI. 2. Balancing of emotions in oneself and others. 3. Application of emotions into dealing with complex situations [3]. The EI itself consists of two major domains: 1 Trait EI, which is the individual’s point of view about himself and his abilities and personalities and is measured through self-report tests. 2 Ability EI, which is the individual’s ability to perceive others’ emotions and regulate oneself and others’ emotions and is measured through maximum-performance tests [6,7]. EI interacts with many aspects of medical practice like diagnostics relationship with patients, teamwork, communication, empathy, etc. so it can be used to improve clinical and educational aspects of medicine [8]. Also EI is effective in dealing with stressful situations of the medical career in addition to job satisfaction and improving performance [9–13]. According to the studies performed on EI and the factors affecting it, despite their contradictions such as studies of Marzuki et al., Waddar et al., Rauf et al., Imran et al., Mckinley, Naeem et al. and Patel, it can be suggested that factors like age, gender, birth place and living place, financial and educational situation of the family, individual’s level of education, university and even living in a home instead of dormitory might have an effect on EI [11,14–21].

Neo-liberal reforms have flowed through the public sector since the 1980s, with new public management (NPM) practices resulting in a global cultural and managerial transformation of the sector (Ferlie & Steane, 2002). There has been a dramatic change from a public administration focus to a more competitive, corporate culture that emphasizes results (Parker & Guthrie, 1993; Skalen, 2004). Academic research has focused in particular on changes in health and higher education, identifying not only the politically mandated changes themselves, but organizational responses to a results-oriented approach (Agrizzi, 2008; Broadbent, 2007; Broadbent, Jacobs & Laughlin, 2001; Broadbent, Laughlin & Read, 1991; Fredman & Doughney, 2012; Skalen, 2004; Taylor, 1999; Vaira, 2004; Watty, Bellamy & Morley, 2008). Focusing on the Higher Education Sector (HES), this paper contextualises the changes that have occurred and examines organizational responses to those changes as research performance is built into universities’ Performance Management Systems (PMSs). In 2010, the Australian Research Council (ARC), an Australian Government body, evaluated the research performance of the Australian HES under its new Excellence in Research for Australia (ERA) initiative. However, this was not the first Australian attempt to assess and evaluate research, with a proposed ‘Research Quality Framework’ (RQF) foreshadowed in 2000 (Larkins, 2011) and advanced through the preparation of an Issues paper “Assessing the Quality and Impact of Research in Australia” in 2005 (Nelson, 2005). The underlying intent of such ‘research assessment exercises’ (RAEs) is to increase the quality and international reputation of research conducted within the Australian HES. A change in the Australian Federal Government in 2007 resulted in the abandonment of the proposed RQF and the eventual implementation of ERA. ERA provides the administrative mechanism whereby institutional (i.e., university) research performance is captured, measured, and reported to the ARC for evaluation and assessment. The linking of elements of government funding to research performance incentivizes a strategic and operational response by Australian universities to improve the quality (and quantity) of research and, where appropriate, to develop and implement research PMSs. Conceptually, RQF and ERA are similar to RAEs implemented in other jurisdictions (for example, the ‘Research Excellence Framework’ in the United Kingdom (UK) (HEFCE, 2010), and ‘Performance Based Research Funding’ in New Zealand (NZ) (Northcott & Linacre, 2010), and similar research evaluations undertaken in other countries including Spain, Hong Kong, Sweden, Demark, and so on (Hicks, 2012; Martin-Sardesai, Irvine, Tooley & Guthrie, 2016). Despite any differences in scope and application, each jurisdiction’s approach is designed to measure and assess research performance within its respective HES (Martin-Sardesai, Irvine, Tooley & Guthrie, 2017; Whittington, 2000). In each jurisdiction, these changes demand a response from universities, which will necessitate internal organizational changes and arguably, an increasing emphasis on PMSs designed to align university performance with government requirements.