New Era University (NEU) is a private educational institution in the Philippines, run by the Iglesia ni Cristo (INC). Although it is associated with the INC, it claims to be a non-sectarian university. Its main campus is at New Era, Quezon City, within the Central Office Complex of the INC. Aside from its flagship Quezon City campus, it has four other campuses around the Philippines, including one in San Fernando City (Pampanga), in Lipa City (Batangas), in General Santos City, and in Baras (Rizal). Founded on 17 June 1975, it was known as the New Era Educational Institute, and was located in Echague, Quiapo, Manila, along Carlos Palanca St. It initially offered only secondary education (high school) but later expanded in 1977 to serve technical and vocational courses under its Center for Livelihood and Skills Training (CLST). It also offers graduate programs.In 1981, it was renamed New Era College after the Ministry of Education, Culture and Sports (MECS) granted collegiate status, and later in June 1995, to its present name, New Era University, when the Commission on Higher Education (CHED) granted university status.It is run by the INC for the educational needs of INC members, although it accepts enrollments from non-INC members as well. Formerly, under the university umbrella, it ran the College of Evangelical Ministry (now Iglesia Ni Cristo (Church of Christ) School for Ministers), where the INC trains male members to become ministers.Other colleges include College of Engineering and Technology, College of Nursing, College of Business Administration, College of Arts and Sciences, College of Education, College of Music, College of Law, College of Computer Studies, College of Accountancy, School of Graduate Studies, and the then new College of Communication, College of Medicine, and Center for Medical and Health Allied Sciences. It offers new courses in the Philippines, including BS Real Estate Management and BS Criminology.NEU is the legal owner of the Philippine Arena, which is the largest indoor arena in the world with a seating capacity of over 50,000.It annually hosts its graduation ceremonies at the Philippine Arena in Ciudad de Victoria, which is being developed because there is a proposal to move the main campus of NEU to this location.
Electronic banking has become a cornerstone of modern financial services, yet uneven adoption and persistent trust concerns continue to limit its effectiveness, particularly in emerging economies. The purpose of this study is to examine how service quality mediates the relationship between electronic banking utilization and client satisfaction, with emphasis on Philippine universal banks. Using a narrative literature review design, the study synthesizes global, ASEAN, and Philippine scholarship, integrating empirical and theoretical works grounded in the Technology Acceptance Model (TAM), SERVQUAL, and Expectancy-Disconfirmation Theory (EDT). Results of the synthesis reveal that utilization directly influences satisfaction and shapes perceptions of service quality, and that satisfaction is indirectly driven by service quality. Accessibility fosters trust and security, while frequent use enhances convenience and loyalty. The findings highlight that technological adoption alone is insufficient; satisfaction emerges when utilization is embedded within reliable, secure, and empathetic service delivery. This study contributes to scholarship by advancing an integrated mediation model, to managerial practice by emphasizing reliability and assurance in digital platforms, and to policy by underscoring the need for infrastructure investment, digital literacy, and cybersecurity frameworks. Overall, the review provides a defense-ready foundation for empirical testing and international publication.
While environmental disclosure quality (EDQ) is increasingly important to analysts, the specific EDQ indicators valued in the emerging markets remain unclear. The purpose of the study is to investigate the signaling role of EDQ on analyst coverage. The study employed a quantitative and panel data analysis approach. Nine EDQ indicators were tested against analyst coverage from 2013 to 2022 using regression models. Crucially, a categorical time variable was incorporated to examine the relationship across Covid-19 pre-pandemic, during pandemic, and post-pandemic economic regimes. The study revealed that while the overall EDQ indicators are positively and significantly related to analyst coverage, analysts are highly selective to disclosure in pollution control, environmental achievement, environmental-related financial information, and land remediation. Additionally, analyst interest in EDQ closure was minimal during the Covid-19 pandemic crisis but rebounded post-pandemic. Therefore, firms should view environmental reporting as a strategic signaling tool, prioritizing disclosures of measurable risks and financial impacts to maximize analyst attention. There is a need for a deeper understanding of which specific environmental disclosure quality (EDQ) indicators analysts value, since not all environmental disclosures equally affect analysts’ decisions to follow a firm. This study is the first to use a detailed environmental reporting quality checklist based on Global Reporting Initiative (GRI) standards on analyst coverage in an emerging market, contributing to signaling theory. Crucially, this research provides empirical evidence on the contextual sensitivity of environmental reporting, specifically by analyzing and comparing its effects on analyst coverage across the pre-pandemic, pandemic, and post-pandemic periods.
The research paper adopts a stimulus-response theory to research into the merging of board game design and storytelling as innovative pedagogical tools that enhance educational engagement and health awareness among primary school students. The main objective is to design board games that educated basic health concepts like vitamin C benefits, embedding storytellers to engage learners at an emotional and cognitive level. The research investigates the efficacy of the board games whereby participants respond to the way the games were played with elements of storytelling embedded into it to promote health literacy. Data for this study was gathered through observations on 16 primary school participants and interviews on 4 educators. The observation was to test the students’ prior knowledge of health topics. This was immediately followed by the interaction with the designed board games. After the games were played, the students offered descriptions of their experiences with the board games in terms of content and storytelling. The results indicate that embedding storytelling into the board game makes it more motivating for the participants and theirs is a deeper understanding of health-related concepts when learning experiences are truly immersive and relatable. The games’ bright colors, simpler rules, and a more engaging plot did help immensely induce proper reactions from the participants. This particular study expands the game-based learning literature concerned with how the integration of stimulus-response theory, board game mechanics, and storytelling can pronounce with impactful flair educational engagement and enhance educational engagement and health literacy among participant. The results suggest that the integration of narrative elements into educational games provides a dynamic approach to promoting health awareness in early childhood education, offering both cognitive stimulation and emotional engagement.
The study investigated leadership practices in succession planning in organizations by identifying the challenges and emerging strategies for improvement. It investigates (1) the leadership practices used to prepare subordinates for succession, (2) the challenges leaders face in effecting succession planning, and (3) strategies to improve such processes. The study used a qualitative exploratory description approach, whereby in-depth narratives from managers and employees were captured to identify themes and patterns around leadership succession. The findings revealed that leadership practices such as mentorship, training and development, job delegation, and trust-building are critical in preparing future leaders. On the other hand, it can be noted that challenges such as resistance to change, limited resources available for succession planning, and no structured leadership development programs act as deterrents for implementing succession-planning initiatives. The challenges are exacerbated by resistance from employees who have benefited from the organization's legacy and due to insufficient funding for professional development initiatives. This study recommends improvements in succession planning, including formalization of the process, investment in leadership development programs, development of an open and flexible culture in the organization, dedication of resources to leadership training, and engaging employees in succession planning. These strategies are expected to develop a systematic and sustainable approach toward leadership development in organizations to enable them to identify, develop, and retain high-potential leaders.
Cyberbullying has emerged as a pressing public health issue, yet culturally validated instruments for assessing cyberbullying-related knowledge and awareness tailored to the Chinese context remain limited. This study translated and culturally adapted the Cyberbullying Knowledge and Awareness Instrument into Chinese (CBKAi-Chinese Version [CBKAi-CV]), evaluated its psychometric properties, and examined its associations with different cyberbullying experiences. A cross-sectional study was conducted with 1,169 Chinese university students. Following forward–backward translation and cultural adaptation, the psychometric properties of the instrument were evaluated using split-sample item analysis, exploratory and confirmatory factor analyses, along with tests of internal consistency and associations with external behavioural measures. Group comparisons and hierarchical multiple linear regression analyses were conducted to examine associations between the three CBKAi-CV subscale scores and specific cyberbullying experiences. The final 21-item CBKAi-CV comprised three dimensions: cyberbullying knowledge, harm awareness, coping and prevention awareness. Categorical exploratory and confirmatory factor analysis provided qualified support for a one-factor structure for knowledge and a two-factor structure for awareness. A significant finding was that these resources exhibited systematic differences across distinct cyberbullying experiences, with the victim-perpetrator groups consistently showed the lowest scores across all three dimensions. Regression analyses further showed stronger associations between cyberbullying experiences and levels of knowledge and awareness. The CBKAi-CV showed satisfactory psychometric properties and may be used to assess cyberbullying knowledge and awareness in the Chinese context. The findings indicate that cyberbullying knowledge and awareness are associated with individuals’ reported cyberbullying experiences, particularly victim-perpetrator involvement. The instrument may support needs assessment and role-sensitive cyberbullying education in university settings.
