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This study aimed to investigate the mediating role of financial attitude and perceived behavioral control with financial behavior in the association between excessive use of social networking sites (SNSs) and financial well-being among working millennials.

A crossed-sectional survey was used to obtain data through a self-administered questionnaire. A total of 485 working millennials (M age = 32.28, years, SD age = 4.75) in Malaysia participated in the study based on a purposive sampling technique. Covariance-based structural equation modeling (CB-SEM) was used to evaluate the measurement model and the proposed serial mediation model.

The findings of this study revealed that excessive use of SNS is negatively associated with financial well-being. Also, the findings suggested that financial attitude and perceived behavioral with financial behavior serially mediated the negative relationship between excessive use of SNS and financial well-being, respectively.

Several implications were suggested and discussed to prevent the negative impact of excessive SNS use on financial well-being among young working adults. Policymakers and financial service providers (e.g. banks) can draw from the findings by constantly framing and delivering their messages to increase the young working adults' awareness of pitfalls of excessive use of innovative technologies on their financial attitudes and self-control over their behaviors and financial well-being.

This study entails some new insights on examining the impact of excessive use of SNS on working millennials' financial well-being as well as the underlying mechanisms behind this phenomenon.

The purpose of this paper is to describe the development of an academic service learning course in a foreign university branch campus in Malaysia, and its outcomes in terms of student learning. Drawing on the transformative learning theory and case study research, it discusses three forms of learning that characterise the students’ experience, namely, instrumental, dialogic and self-reflective.

A case study of the Social Innovation Internship course at the Sarawak campus of Swinburne University of Technology was conducted. The case study draws on self-reported data gathered from the logbook entries of 60 students who enrolled in the course in 2015.

Thematic analysis of the data indicates that instrumental, dialogic and self-reflective learning are reflected in the students’ descriptions of learning about the community partners, the challenges in running a social enterprise, managing diversity and discovering the values and beliefs that shape one’s perceptions and identity.

The findings from the study add to the growing body of research on the impact of academic service learning on various stakeholders as well as on managing course activities in order to fulfil learning objectives. The case study confirms that service learning is an appropriate model for university-community engagement that generates mutually beneficial outcomes for the partners. In particular, it demonstrates how the service learning experience provides students with the opportunities to engage in instrumental, dialogic and self-reflective learning.