While some conflict can serve as a more sophisticated stimulus to student achievement, significant or unresolved conflict can delay or even frustrate even the best-planned curriculum. The aim of our study is to get a clear picture of the conflicts with whom and to what extent the international students studying on our campuses have conflicts that affect their performance, and how they can manage them. In our study, based on a questionnaire survey (n = 480), we revealed that the international students at our university have the most conflicts with other foreign students, and the least with Hungarians, including their teachers. On the other hand, we found that according to the Thomas-Kilmann Conflict Instrument, they solve their problems by the Compromising and Accommodating style. The results obtained by detailed socio-demographic aspects show significant differences, mainly between gender, age, and country groups. Knowledge of the revealed facts and connections can offer conscious and careful solutions to understand and reduce tensions, and this can improve the understanding and management of conflict in the classroom, in collaborative projects, and even in non-teaching environments on campuses.

The scientific discourse on university towns (UT) has progressed for a long time, with a surge of interest in recent years. However, a global overview of the research conducted on this topic have yet to exist. This paper aims to re-examine the relationship between UT and urbanization in literature. Built environment and people are often the most talked aspects in UT literatures. The variety of definitions remains largely uncharted. Policies behind UT development are also rarely studied. This article used an R studio-based bibliometric literature review to synthesize findings from various scientific literature. Keywords related to university towns and urban were used in digital search engines to examine and analyse the literature. Results revealed a significant gap in scientific research on critical theoretical concepts that planners can use as a guide in creating, formulating, and evaluating UT, especially in developing countries. This study promotes simplification of existing literature by examining the impact of UT on the stakeholders involved.

Due to the gradual growth of urbanization in cities, urban forests can play an essential role in sequestering atmospheric carbon, trapping pollution, and providing recreational spaces and ecosystem services. However, in many developing countries, the areas of urban forests have sharply been declining due to the lack of conservation incentives. While many green city spaces have been on the decline in Thailand, most university campuses are primarily covered by trees and have been serving as urban forests. In this study, the carbon sequestration of the university campuses in the Bangkok Metropolitan Region was analyzed using geoinformatics technology, Sentinal-2 satellite data, and aerial drone photos. Seventeen campuses were selected as study areas, and the dendrometric parameters in the tree databases of two areas at Chulalongkorn University and Thammasat University were used for validation. The results showed that the weight average carbon stock density of the selected university campuses is 46.77 tons per hectare and that the total carbon stock and sequestration of the study area are 22,546.97 tons and 1402.78 tons per year, respectively. Many universities in Thailand have joined the Green University Initiative (UI) and UI GreenMetric ranking and have implemented several campus improvements while focusing on environmental concerns. Overall, the used methods in this study can be useful for university leaders and policymakers to obtain empirical evidence for developing carbon storage solutions and campus development strategies to realize green universities and urban sustainability.

The study’s purpose is to evaluate the influence of some factors of the model of planned behavior (TPB) and the perceived academic support of the university on the attitude toward entrepreneurship and entrepreneurial intention of students. The results of Structural Equation Modeling (SEM) linear structural model analysis with primary data collected from 1162 students indicated that entrepreneurial intention is influenced by attitude toward entrepreneurship, subjective norm, perceived educational support, and perceived concept development support. In addition, this study also found the positive influence of perceived educational support, concept development support, and business development support on attitude towards entrepreneurship. Interestingly, the influence of perceived business development support on entrepreneurial intention was rejected, and personal innovativeness is demonstrated to promote an attitude toward entrepreneurship. Notably, this study also highlights the moderating role of personal innovativeness on the relationship between attitude toward entrepreneurship and entrepreneurial intention. Based on these findings, several implications were suggested to researchers, universities, and policymakers.

Communication is considered to be significant to universities: provide students updated information to make appropriate choices and decisions during their learning process; and promptly feedback to contribute to building a better educational and training environment; improve institutional governance efficiency. Communication tools used in universities are diverse in forms and contents. This study focuses on two popular forms, which are policy communication (communication of policies and laws on higher education) and internal communication (communication about professional activities and community activities of the university). The theoretical framework has been developed and a survey was conducted to collect opinions of 450 students from many universities representing 3 regions of Vietnam, including: Vietnam National University, Hanoi (VNU) (Northern region); The University of Danang (UD) (Central region); Vietnam National University, Ho Chi Minh City (VNU-HCM) (Southern region). The results show that the policy communications of these universities are not effectively implemented. The findings suggest innovations for managers to improve communication effectiveness and governance efficiency in these higher education institutions.

Introduction: Chatbots are increasingly utilized in education, offering real-time, personalized communication. While research has explored technical aspects of chatbots, user experience remains under-investigated. This study examines a model for evaluating user experience and satisfaction with chatbots in higher education. Methodology: A four-factor model (information quality, system quality, chatbot experience, user satisfaction) was proposed based on prior research. An alternative two-factor model emerged through exploratory factor analysis, focusing on “Chatbot Response Quality” and “User Experience and Satisfaction with the Chatbot.” Surveys were distributed to students and faculty at a university in Ecuador to collect data. Confirmatory factor analysis validated both models. Results: The two-factor model explained a significantly greater proportion of the data’s variance (55.2%) compared to the four-factor model (46.4%). Conclusion: This study suggests that a simpler model focusing on chatbot response quality and user experience is more effective for evaluating chatbots in education. Future research can explore methods to optimize these factors and improve the learning experience for students.