Purpose – The purpose of this research is to examine the extent to which UK universities' achal international achievements match their strategic intent on internationalization. Design/methodology/approach – Both factor analysis and cluster analysis were applied on data collected from HESA (2001), and on the data collected from the mission statements of 117 universities by the use of the content analysis technique. Findings – The study shows that 74 per cent of UK universities' mission statements include international dimensions. In addition, 48 per cent of these universities are internationally active. Four groups of (international action – international mission) matrixes have been reached. These groups are “international winners group, international actors group, international speakers group, and international losers group”. Research limitations/implications – This analysis is limited to only four variables taken in a single year 2001. Therefore, future research in this area is encouraged to employ more variables related to internationalization and to apply the analysis on longitudinal bases in order to get results that cover larger range of international aspects and allow observing the matrix development overtime. Practical implications – The study finishes with a location model which can be used as an important tool by university managers in conducting their international business. This model can also be employed in various sectors other than the higher education sector. Originality/value – The paper is the first classification carried out amongst UK universities in terms of internationalization. It is also the first of its kind in the higher education management literature in terms of both; the comprehensiveness in dealing with all the three phases of the strategy of internationalization and the nature of data it uses for this purpose.

Purpose: The purpose of this paper is to examine the impact of transformational leadership (TL) on organizational commitment (OC) with the mediating role of organizational justice (OJ) in the higher education (HE) sector in Syria.Design/methodology/approach: The data were collected from 502 employees from six HE institutions. Two measures of organizational outcomes were selected for this study, namely, job satisfaction (JS) and OC. Using structural equation modelling (SEM), the authors tested four alternative models to indicate the relationship between leadership and organizational outcomes.Findings: TL has both direct and indirect effects on OC through interactional justice (IJ). TL has an impact on JS through procedural justice (PJ) and IJ as intermediate variables, while transactional leadership (TrL) has an impact on JS through distributive justice (DJ). The three types of OJ have an impact on OC through JS. The authors found that the national culture may not influence the impact of the leader in the current globalization context, as the results were similar to the Western studies.Practical implications: The findings of the study provide managers of the HE sector with insights into the formations of employees’ fairness perceptions, and with some guidelines for managing employees by documenting OJ to draw positive attitudinal and behavioral responses from employees.Originality/value: While most previous research has focused on exploring the relationship between leadership and OJ or between OJ and JS in the business sector, the study, however, seeks in addition, to pinpoint the effect of OJ as a mediate variable between the leadership and JS and OC in HE.

Limited screen time has been recommended by the American Academy of Pediatrics for all children and no screen time for children under 2 years of age. With the advancement in technology, the prevalence and detrimental effects of excess screen time on children has become a global problem that can lead to health issues such as obesity and other cardiovascular diseases among both adults and children. This article examines the drivers of screen-related sedentary behavior within the home context and reports on parents’ attitude in supporting children’s associated behavior. The study implemented a mixed method approach of online questionnaire and face-to-face interviews. A total of 140 questionnaires, 10 semistructured interviews, and responses from parents were used to evaluate children’s behavior toward screen use and parents’ perception. The analysis of the article has shown that parents are concerned about their children’s screen time during weekends and holidays with a significant correlation between the number of hours their children spend on on-screen activities and their level of concern (P < .01). Also, for the same P value (P < .01), it has been found that there is a statistically significant positive relationship between children’s screen time and their food and beverages consumption. Children’s use of screen technology is becoming a challenge for parents as they present barriers to healthy physical activities. From the parents’ viewpoint, there is a need to change the screen use habit and this requires an appropriate intervention that promotes gratifying measures to induce more active behaviors to displace screen viewing.

Purpose: Little research into organizational learning in the public sector in developing countries' is known. In this paper, the authors investigated the context of organizational learning in the public banks in Egypt.Design/methodology/approach: An ethnographic field research was employed by spending a month inside each of two public banks in Egypt. The ethnographic experience was operationalised by using direct observations of learning processes, procedures and practices, semi-structured interviews with learning specialists and focus group discussions with bankers. The authors used thematic analysis to determine the main themes in the previous data collection methods of ethnographic approach.Findings: The findings confirmed a lack of clear focus for the organizational learning practices employed by the banks, which highlights issues of seriousness in undertaking and/or tackling organizational learning, and increased doubts in relation to the added value of the different forms of formal trainings bankers participate in. To enhance the culture and maintain effective functioning of formal organizational learning, the authors suggest considering the following three categories of barriers: purpose-related barriers, implementation and evaluation barriers.Originality/value: Despite the generalisability caveats associated with the organizations studied, the authors believe that this paper contributes to the existing theory of organizational learning as it provides insights and understanding on the purpose, frame, conduct and results of organizational learning in the public sector. More specifically, the study is unique and is different from previous relevant studies as it relies on ethnographical approach in exploring how organizational leaning practices are perceived in public banks in developing countries.