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Creativity plays a crucial role in interpersonal conflict within organizations, yet little research has explored its antecedents in this context. This study aims to investigate power and gender as the main determinants of creativity in interpersonal conflict within organizational contexts.

Two studies were conducted. The first study involved 226 employees from various organizations (M_age = 39.39, SD = 10.39), whereas the second study used a conflict simulation with 160 participants (M_age = 36.90, SD = 10.45) forming dyads. Both studies investigated the impact of relative power (i.e. having more power than the other person) on creativity in conflict, with a focus on the moderating role of gender. Study 2 also manipulated contextual creativity, which served as an additional moderator in this relationship.

Results largely supported our hypotheses, indicating a positive relationship between relative power and creativity in conflict. Importantly, this relationship was stronger among women. Study 2 further focused on the distinct dimensions of creativity, highlighting differences between idea originality and effectiveness.

The findings hold practical significance for organizational leaders and conflict resolution practitioners, and they further underscore the importance of considering gender dynamics in conflict resolution processes within organizations.

This research contributes novel insights into the understanding of creativity within organizational conflicts, emphasizing the interplay between relative power, gender and creativity. Additionally, the exploration of different dimensions of creativity (i.e. originality and effectiveness) adds depth to existing literature in this area.

The purpose of this paper is to gain insight into learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of perceived ease of use and perceived usefulness of video lectures. It is hoped that the findings of this study will provide feedback as to learners’ intention to use as well as guidelines on how to improve the development of video lectures as the university gears to offer more courses in the fully online mode in the near future.

A total sample of 392 questionnaires were collected for this study using technology acceptance model model. Descriptive and inferential statistics are used as the main analytical tool to study the learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of two dimensions: perceived ease of use and perceived usefulness of video lectures.

In conclusion, the findings from this research study seem to suggest that OUM learners have a positive perception of video lectures with reference to the two dimensions of “ease of use” and “usefulness”, where ease of use is concerned, OUM learners rate content relevancy, appropriate language and viewing flexibility as the strongest points of video lectures. The aspects ranked lowest are technical (ability to play the video lecture smoothly from the beginning to the end) as well as objective of usage (video lectures are not rated high as revision material for exam preparation).

Future studies can be conducted pertaining to issues on the context in which learning is taking place within higher education, various definitions of video, and ways of categorising and presenting these different types, teaching “with” and “through” video from the perspective of the lecturer and the educational institution, approaches to didactically embedding and integrating video into a course that results in effective learning and the process and support needed by the (traditional) lecturer to create and deploy various types of video content.

Over the last ten years, the production of video has gone from a complicated and technical process to one easily done by the general masses. It is now possible for anyone with a mobile phone to make a video recording. The question lies on whether the students have deeper meaning of learning via video lectures and the perception of students on using video lecture as teaching tool in the open and distance learning.