Northern outpost: Chernihiv Polytechnic National University in the conditions of the russia-Ukrainian war

Academic resilience and emotional intelligence are considered important personal resources for furthering students’ academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (β = 0.125, p = 0.007), academic resilience (β = 0.231, p = 0.000) and emotional intelligence (β = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (β = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively.

South African universities have embraced a drive to internationalize in view of globalization. One of the widely adopted measures towards internationalization has been the recruitment of international postgraduate scholars. The rationale is to draw diverse knowledge and expertise from the international students. However, the University of KwaZulu Natal’s Westville campus has not managed to attract a significant number of international scholars. The trend suggests that the university is unable to meet the expectations of international postgraduate students with regards to service delivery. The suggestion is premised on the argument that the previous and current international postgraduate students have not been satisfied with the service quality to stimulate other foreign postgraduate student enrolments through positive word of mouth. The main objective of the study was to confirm the assertions while exposing the gaps between their expectations and perceptions of service delivery at the university. The SERVQUAL model was used to guide the assessment of service quality among the research participants. The study adopted quantitative methodologies and data was drawn from international postgraduate students who were enrolled at the institution during the academic year 2016. The findings revealed that the international postgraduate students were dissatisfied with the levels of service at the university. Specifically, the study exposed gaps across all the five dimensions of service quality, namely reliability, responsiveness, assurance, empathy and tangibles. It was concluded that the management at the university should institute deliberate measures to improve service quality, especially towards international postgraduate students.

Financial management behavior is an implementation action of planning and managing a person’s financial resources, both in consumption and investment activities, which can show a person’s characteristics in financial management based on the risks that arise so that each needs good control. This study aims to determine the impact of financial literacy and financial attitude on financial management behavior, mediated by the behavioral intentions of university students. The participants in this study are undergraduate students currently enrolled at prestigious private universities in Medan (North Sumatra, Indonesia). This study’s population and sample consisted of students from the Faculty of Economics and Business at Private Universities in North Sumatra, Indonesia. Purposive and snowball sampling were used with data collection techniques, namely online questionnaires. The Likert scale measures indicators in responses to statements and questions. There were 150 respondents for this study’s data collection. The findings of the study indicate that financial literacy influences financial management behavior and behavioral intentions (p < 0.05). Financial attitude affects financial management behavior (p < 0.05), financial attitude does not affect behavioral intentions (p > 0.05), and behavioral intention affects Financial Management Behavior (p < 0.05). Behavioral intentions do not mediate the effect of financial literacy on Financial Management Behavior (p > 0.05), and the effect of financial attitudes on Financial Management Behavior is not mediated by behavioral intentions (p > 0.05).

Acknowledgments
This study is supported by all levels of management at Universitas Muhammadiyah Sumatera Utara for funding Fundamental research in 2022 and thanks also to the ranks of the Institute of Research and Community Service (LPPM) Universitas Muhammadiyah Sumatera Utara.