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Purpose: Because food waste is a serious problem today, society is currently aiming for more responsible consumption to minimize it, as defined in the 12th goal of the United Nations Sustainable Development Goals. This study aims to examine whether an informative initiative can help to raise university students' awareness of food waste consequences. Design/methodology/approach: The initiative consisted of explaining the problem of food waste to students of two marketing subject modules within economics and business administration degrees and asking them to participate in an activity in which they analyzed their own behavior. To assess its impact, two questionnaires about the students' food waste behaviors were administered, before and after the initiative, adopting an experimental design. Findings: The results show that the information and awareness activities were successful, because, after the initiative, the students were more aware about the food waste problem and its consequences and were more critical of their behavior regarding the management of leftovers at home. Research limitations/implications: Despite some circumstances under which the study was conducted (the COVID-19 pandemic and the lockdown), the practical and social implications are relevant. Practical implications: This study offers some interesting practical implications for educational institutions that want to inform and train students in more responsible consumption behavior. It shows that an initiative in which students are involved, like collecting data about food waste, in their homes with a diary, and informative sessions can be useful to increase students' awareness of food waste to behave in a more sustainable way. Social implications: These findings may be of interest to academics for designing initiatives that try to train and educate young people in making more responsible personal and professional decisions. Originality/value: This study analyzes the impact of an awareness-raising initiative about food waste in higher education, which is a relatively neglected topic in the literature.

The presence of student teamwork is increasing in most university degrees. However, there is still a gap in the literature regarding the connection between teamwork processes and their outcomes. In this paper, the authors analyze these processes and how they relate to teamwork outcomes from the students' perspective. Data was gathered from 129 undergraduates in the first year of an economics degree and analyzed by means of structural equations modeling. The main results show that transitional processes are especially important for explaining students' perceptions of goal attainment, whereas interpersonal processes are key to explaining perceptions of improvement in skills and overall attitude towards the team. Furthermore, this work shows that students' perception of goal attainment also exerts an influence on improvement in skills and on overall attitude towards the team. The relations found in this work may help instructors to develop effective teamwork activities and to monitor their results.

Wiki activities are among the most common online learning activities examined by previous research due to the collaborative learning properties wikis offer; however, students are not always satisfied with such activities. Due to this dissatisfaction, learners may finish the wiki activities but not repeat them. While wikis are primarily used to collate content, the wiki activity proposed in this study is used foremost as a discussion forum. Drawing on the value‐based adoption model, this study examines the influence of perceived benefits, enjoyment, peer interaction, ease of use, and time and effort costs to explain students' reluctance to repeat the wiki activity. Furthermore, it assesses the moderating effect of peer interaction on the other variables. A survey was conducted, and 110 valid responses obtained. The findings reveal that the need to invest a lot of time and effort into the activity is the main reason for not repeating the activity proposed, while peer interaction and enjoyment help to reduce these perceived costs. Therefore, teachers should emphasize the benefits of in‐group wiki activities with regard to not only the final learning performance but also the activities' hedonic and social value. Furthermore, teachers should offer a training session and a user's guide for each specific activity, as well as courses about the team management. [ABSTRACT FROM AUTHOR]