The role of well-being and information technology in linking transformational leadership and employee engagement in higher education

Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis.Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age—from younger to older—between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education.Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.

PurposeThis paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.Design/methodology/approachThe proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.FindingsThe findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement.Originality/valueDespite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

This special issue of Student Success celebrates the work of Professor Ella Kahu and her substantial contribution to the advancement of our collective understanding of student engagement. In June 2024 Professors Karen Nelson and Chi Baik, and Dr Cat Picton sat down with Ella for a reflective conversation about her work, and additional insights in her theorising and research on student experience and engagement. In this special issue, we present the interview transcript in three parts and showcase Ella’s key publications. Understanding student engagement has become essential for retention and success in higher education. This first part of the issue brings together three influential articles that have contributed to advancing our conceptualisation of student engagement. The first article, Framing Student Engagement in Higher Education (Kahu, 2013), offers a foundational review of prevailing perspectives on student engagement and proposing a comprehensive framework to address existing definitional and conceptual gaps. Building on this foundation, the second article by Ella and Karen Nelson, Student Engagement in the Educational Interface: Understanding the Mechanisms of Student Success (Kahu & Nelson, 2018) introduces the “educational interface”—a metaphor for the space where student and institutional factors interact, affecting engagement. This article refines our understanding of engagement by identifying key psychosocial constructs that mediate this interaction. The third article, Pathways to Engagement: A Longitudinal Study of the First-Year Student Experience in the Educational Interface, a collaborative study by Ella Kahu, Karen Nelson, and Catherine Picton, (Kahu et al., 2020) employs longitudinal research to trace the first-year student experience within this educational interface, providing empirical support for the framework and underscoring the importance of self-efficacy, belonging, emotions, and wellbeing in the engagement process. Together, these articles deepen our understanding of the theoretical and practical aspects of student engagement, providing educators and policymakers with insights to shape more effective engagement strategies. Journal articles: Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. https://doi.org/10.1080/03075079.2011.598505 Kahu, E. R., & Nelson, K. (2018) Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197 Kahu, E. R., & Picton, C., & Nelson, K. (2020). Pathways to engagement: A longitudinal study of the first-year student experience in the educational interface. Higher Education, 79(4), 657-673. https://doi.org/10.1007/s10734-019-00429-w

This chapter introduces the purpose of this edited collection, setting the context and definition of critical reflection for the chapters which follow. Following the previous edited collection, A Handbook for Student Engagement in Higher Education: Theory into Practice (Lowe and El Hakim, 2020) which focused on the importance of student engagement in higher education, this chapter emphasises that the success of student engagement in educational development depends upon its remaining under unstinting critical reflection, so as to ensure its continued development. The chapter draws upon critical reflective practice literature and introduces many of the challenges – covered later in the collection – which problematise student engagement in higher education, particularly within educational developments. These themes include, for example: ensuring our engagement initiatives provide equitable opportunities for a diversity of students; reflecting on accessibility to student opportunities; addressing questions about how we measure student engagement; defining student engagement; meeting the profound challenges caused by the COVID-19 pandemic. This chapter serves just as an introduction to these areas, since the remaining chapters of the collection provide in-depth accounts and critical reflections.

Student learning and development in higher education is a broad topic. While learning and development are certainly related components of the university experience, researchers have generally focused on one or the other, thus creating two research streams that rarely converge. In student development, there are at least three long-established bodies of American research with origins in addressing university student attrition, development of epistemological beliefs, and personal development. Astin and Tinto’s ideas, while recently less often researched as distinct models, have been integrated into widely adopted concepts of engagement in higher education. American conceptions of engagement in higher education resulted in a national approach to quality assurance that has spread to Australia, China, and the United Kingdom. In student learning, there are at least three distinct models building, in part, on seminal cognitive processing and meta-cognitive processing research. One of these is an early cognitive processing–oriented model developed with adult learners, which came to be referred to as approaches to learning, its corollary learning environment research and related learning patterns research. Growing in salience during the same period and enclosed within the expanding area of meta-cognitive research, is the broad body of self-regulation research. In North America, this research grew from socio-cognitive theory or from learning strategies research. In Europe a wealth of starting points and models emerged. The final, and most recent model, building on twin platforms of motivational and cognitive processing research, is the Model of Domain Learning (MDL). Unlike the student development (North America–centered) research, the three models for understanding student learning during higher education have seen scant integration and only recent initial efforts at comparison and contrast. As a result, we presently have three distinct camps of research each examining the higher education experience from slightly different angles, each thereby yielding three perspectives that have yet to meaningfully learn from each other. Integration and cross-examination of these theories would help strengthen overall understanding of student learning and development. This article begins by presenting important academic journals and organizations that have emerged since the 1970s within the fields of student learning and development. The essential models addressing development and learning in higher education are each reviewed briefly, presenting and discussing the research that has shaped them. Motivation and beliefs for learning during higher education are included as a supplement for these models and important future directions for research.

The integration of technology in education has driven the adoption of innovative pedagogical strategies like the flipped classroom model, which emphasizes active learning by shifting content delivery outside the classroom and reserving in-class time for interactive activities. This study investigates the impact of flipped classrooms on student engagement and academic performance in higher education. Conducted with 100 undergraduate students across biology and engineering disciplines, the research employs a mixed-methods approach, combining surveys, interviews, and academic performance data analysis. Findings reveal that the flipped classroom model significantly enhances student engagement compared to traditional lecture-based teaching. Students reported greater participation in class discussions, collaborative learning, and peer interactions, attributing their improved engagement to the flexibility of self-paced pre-class learning and dynamic in-class activities. However, the impact on academic performance was less conclusive. While students in the flipped classroom group achieved slightly higher scores, the difference was not statistically significant, suggesting that the effectiveness of this model depends on factors like the quality of pre-class materials and student preparedness. This study highlights the potential of flipped classrooms to foster active learning and engagement in higher education, while also identifying areas for improvement, such as supporting self-regulated learning and enhancing pre-class resources. The findings underscore the need for future research to explore long-term outcomes and strategies to optimize the flipped classroom model for diverse learners.

Reviewed by: Civic Engagement in Higher Education: Concepts and Practices Jennifer Gilbride-Brown Civic Engagement in Higher Education: Concepts and Practices. Barbara Jacoby and Associates. San Francisco, CA: Jossey Bass Publishing, 2009, 265 pages, $40.00 (hardcover) Ambiguity abounds when conceptualizing the term, “civic engagement.” Higher education finds itself in a moment where parameters and definitions are needed in order to move its civic initiatives forward. Institutions are asking the question, “What do we mean by civic engagement?” The latest book from Barbara Jacoby and Associates, Civic Engagement in Higher Education: Concepts and Practices, offers a response and provides insight into what educating students for civic engagement might entail. Jacoby (2009) argues: If civic engagement is to gain real traction in today’s higher education, it must be clearly defined, and civic learning outcomes must be established. Opportunities to learn about and practice civic engagement must be embedded throughout the curriculum and the co-curriculum. This book shows how all this can be done, and is being done, at higher education institutions around the country. (p. 2) Drawing from expertise around the country, the contributing authors in this book offer a wide range of perspectives and examples while drawing from the rich base of research upon which civic engagement work can and must rest. The intended audience is broad and ranges from entry and midlevel professionals on the forefront of civic engagement initiatives to assistant/associate deans/directors who supervise them. This book has clear implications for policymakers, foundations, and associations. Fundamentally, this is a book for anyone who is charged with enacting the civic mission of higher education and is an important resource for determining what might be accomplished. This edited book is divided into two sections. The first section provides a structure for conceptualizing civic engagement grounded in its historical context and includes an exploration of the dimensions of civic learning. The second section investigates a wide range of civic engagement initiatives, both curricular and co-curricular, happening across the country in diverse institutional contexts. The book flows like a conversation among the authors with many of the contributors referring to the important conceptual and historical mapping offered in the opening chapters. In the introductory chapter, Barbara Jacoby takes on the challenge at hand, getting one’s mind around what is civic engagement and what do we mean by “educating students for civic engagement.” In many ways, the work of civic engagement has pushed ahead with fragmented and loose understandings of what it is in the first place. She cites a review of research done by Lester and Salle (2006) that listed thirty-three recent studies on service-learning of which only three included any definition of civic engagement. Drawing heavily from the work of CIRCLE (Center for Information and Research on Civic Learning & Engagement) and the Coalition for Civic Engagement and Leadership at the University of Maryland-College Park (2005), Jacoby [End Page 567] defines civic engagement as: acting upon a sense of responsibility to one’s communities. This includes a wide range of activities, including developing civic sensitivity, participating in building civic society, and benefiting the common good . . . Through civic engagement, individuals-as citizens of their communities, their nations, and the world-are empowered as agents of positive social change for a more democratic world. (p. 9) She concludes with a thorough overview of leadership in this area that can easily double as a quick reference guide to the many higher education associations and initiatives working to drive civic engagement today. This opening chapter lays important groundwork and captures the current state of affairs in civic engagement across the country. The first section also contains a chapter reviewing civic engagement research over the last 10 years written by Mark Hugo Lopez and Abby Kiesa, both of whom provide leadership on research through CIRCLE. Caryn McTighe Musil of AAC&U completes this opening section by offering a creative and useful conceptualization of what we mean by “educating students for personal and social responsibility.” The second section builds from these definitions and frameworks by examining current practices that shed light on strategies and pitfalls of integrating civic engagement across an institution. Other movements in higher education such as...

In this chapter we examine several community engagement strategies with higher education institutions (HEIs) worldwide. We begin by defining community engagement in higher education. Next, we look at several different levels of community engagement in higher education, recognizing it occurs at many levels, including international, regional, national, provincial/state, and local. We define community engagement in higher education to be sustainable networks, partnerships, communication media, and activities between HEIs and communities at local, national, regional, and international levels. Engagement activities between communities and higher education may be formal or informal. Example engagement initiatives include establishing relationships; collaboration initiatives; business ventures; co-sponsored meetings, conferences, sports events, research projects; and a thousand other activities. Vast online repositories through university libraries and other digital media provide a unique ability for HEIs to share information with communities in ways that were unimaginable prior to the 1990s. There is an inevitable and symbiotic relationship that exists between communities and HEIs. Communities help provide human resources that are necessary for higher education systems to foster and carry out their purposes. HEIs in turn train students who eventually fill job vacancies and establish businesses of

Purpose The purposes of the study are fourfold: (1) to systematically explore the research state on community engagement in higher education, (2) to identify actors – authors and countries – contributing to the field and assess their relative influence, (3) to investigate key themes and research clusters within the field, identify research areas and the research trend, (4) to map out the thematic landscape of community engagement in higher education through co-occurrence analysis, highlighting areas of convergence and divergence in research focus. Design/methodology/approach The study examines 350 publications extracted from the Scopus database from 1971 to 2023 and analyses it with biblioMagika, OpenRefine, VOSviewer and Biblioshiny and with the qualitative validation. Findings It reveals a significant increase in publications since the mid-2000s, peaking around 2020, particularly in the social sciences. Authors are from institutions across Europe, Africa, North America and South Asia. Francesca Spigarelli from Italy, stands out with the highest average citation ratio. Key thematic clusters include community engagement, higher education, partnership, third mission, sustainability and innovation, alongside emerging themes such as disaster management and equity, providing valuable and novel insights into the present and future directions of the field. The USA is the largest contributor, while other countries participate to varying degrees. Research limitations/implications The study is limited by its dependence on a single database (Scopus), which may not include all relevant material. Originality/value This study offers a longitudinal and comprehensive research perspective on community engagement in higher education using advanced bibliometric analysis such as thematic maps.

Often, student engagement in higher education (HE) is viewed from a structural perspective, which reduces the role of student agency. This mixed methods study thus focuses on investigating what engages students in HE through the lens of self-determination theory (SDT), in order to better understand the internal processes of engagement in individual students. In Phase 1, through a survey distributed to 838 students in four higher education institutions in Malaysia, it was revealed that perceived sense of autonomy, competence and belonging provided a crucial framework for understanding what is important for student engagement in HE. Further analysis revealed significant differences between what students believed as important for engagement, and what they actually do (actions), affirming how engagement is invariably a joint product of student motivation and the availability of support in the HE context. Conclusions from this study highlighted the importance of establishing the basic psychological needs of SDT, namely; competency, autonomy and relatedness in HE in order to create a supportive and conducive learning environment in HE for enhancing and sustaining student engagement. Implications and limitations of the findings are discussed.

This conceptual paper provides an overview of community engagement in higher education, highlighting its definition, goals, and various models of engagement. The paper explores the benefits and challenges of community engagement for both higher education institutions and communities, and presents strategies for designing and implementing effective community engagement initiatives. The authors also discuss methods for assessing community engagement outcomes and impact, as well as the challenges and limitations of evaluating community engagement initiatives. The paper concludes with a discussion of future directions and opportunities for community engagement in higher education, and the implications for research and practice. Overall, this paper provides a comprehensive and informative review of community engagement in higher education, serving as a useful resource for academics, practitioners, and researchers interested in this important topic.

Purpose: The effectiveness of our higher education system depends on effective and vibrant teachers with knowledge of Academics, Assessment and evaluation, Pedagogy, Research Culture, and Innovation in teaching & learning. The National Education Policy (NEP) 2020 specifies that the “most important factor in the success of higher education institutions is the quality and engagement of its faculty. The study focuses on the understanding of NEP and OBE amongst faculty members and academic leaders, the factors affecting teaching and learning in higher education, and the role of academic leadership in implementing outcome-based education in higher education. Approach: The study is based on the data collected from 53 academic leaders from 53 different B- schools. To have better results the study has collected data from different regions in India, covering East, West, North, and South. Data is collected through a data triangulation approach. For this purpose, structured questionnaires were used, telephonic interviews of the sample and Focus Group Discussions with members of the senior cadre were conducted. The study employed different methods of data collection, preliminary interviews, and focus group discussions to yield the parameters on which a structured questionnaire was prepared. After deciding on the constructs of the scale, indicator items were prepared. Statistical analysis is done to assess the awareness and application of NEP 2020 in Management Education. Results: The focus group discussion and primary interview with the academic leader helped to design the application of Maslow’s Hierarchy of needs to Employee Engagement in Higher Education. The faculty need to know the level of their performance and areas in which they need improvement. Performance improvement helps the organization to meet its goals and objectives. Performance counselling is a very important activity that helps employees to know themselves better. It has been observed that employee engagement increases with performance counselling. Hence the desired result of NEP implementation will be better with faculty training and counselling. The attributes of Academic Leadership for academic, administrative, and research & extension activities are identified, analyzed, and evaluated. A conceptual model with the required attributes and qualities for a Role model/Super academic leader is also described. Type of Paper: Exploratory and descriptive

Purpose This study aims to explore the influential ability of artificial intelligence (AI)-teacher collaboration in higher education, examining its impact on academic performance and engagement of students. By leveraging AI, educators can deliver tailored learning experiences, enhance student participation and streamline administrative processes, addressing key limitations of traditional teaching methods. Design/methodology/approach A mixed-methods research design was employed to comprehensively examine the impact of AI-teacher collaboration on student engagement. Quantitative data were collected through a structured survey targeting students in higher education to capture their perspectives on AI-supported learning environments and related outcomes. Qualitative data were obtained via in-depth interviews with students, providing deeper insights into the interaction between AI tools and teaching methodologies. The data collection spanned diverse higher education institutions, encompassing various disciplines, institutional types and geographical contexts. This comprehensive approach ensures that the findings are robust and representative of diverse educational settings. Findings The findings reveal that AI-teacher collaboration significantly enhances student engagement and improves academic outcomes. AI integration enables personalized learning, fostering greater student involvement, while educators benefit from reduced administrative workloads and improved teaching efficiency. However, challenges persist, including barriers to AI adoption and the need for adequate educator training to effectively utilize AI tools. Research limitations/implications The major limitation of this research is that all student participants were self-selected and voluntarily chose to engage in the process. The study was confined to participants from higher education and their motivation to enhance their knowledge and skills in AI-integrated teaching likely influenced their responses. It remains unclear how students might respond if participation were mandated rather than voluntary. Practical implications This study assists educators and policymakers in creating AI-integrated curricula that improve student engagement while guaranteeing ethical AI utilization. It underscores AI’s function in customizing education, alleviating administrative responsibilities and stressing the necessity for equal access and educator training. Furthermore, it delineates obstacles in AI implementation, directing subsequent research toward optimal methods for sustainable and inclusive education. Originality/value This study presents empirical evidence about the influence of AI-teacher collaboration, elucidating its significance in improving student engagement and academic performance in higher education. This work integrates AI into several educational contexts, contributing to the discourse on sustainable, inclusive and high-quality teaching techniques, in alignment with Sustainable Development Goal 4 (Quality Education).

This study introduces the foundational leadership theory (FLT), an alternative ethical theory, to better understand the relationship between ethics and work engagement in higher education. The research was conducted at a private university in Pekanbaru City, focusing on the fields of management and accounting. Using a census sampling technique, 195 lecturers participated as respondents. Data analysis explored the predictive power of FLT's components—wisdom, affirmation, and pragmatism—on lecturers’ work engagement. The findings revealed that wisdom, affirmation, and pragmatism significantly and positively influence work engagement among lecturers. FLT, as a novel theory, provides a fresh perspective on understanding employee enthusiasm and organizational commitment. Human resource management (HRM) practices that emphasize FLT-based leadership can enhance employees’ eagerness and engagement, helping organizations maintain a competitive advantage. The results underscore the relevance of ethical leadership frameworks like FLT in fostering a motivated and engaged workforce. Further exploration of FLT’s role in mediating or moderating other ethical leadership practices may expand its applicability. Additionally, demographic factors such as race and income level warrant investigation to assess their impact on work engagement. FLT offers valuable insights into ethical leadership and its effect on employee engagement in higher education. Future research should consider other alternative ethical leadership styles to deepen our understanding of organizational commitment and work engagement dynamics.

The research study was pursued with an attempt to Study the Role of Psychological Contract in the Employees Engagement with specific objectives of Learning the Role of Psychological Contract in the Employees Engagement, identifying the numerousmagnitudes of Employee Engagement, studying the impact of Psychological Contract on every aspect of Employee Engagement and studying the impact of age, tenure and gender on Employee Engagement. Stratified random sampling technique was adopted as means of data collection from 600 full-time employees working in private HEI in Uttarakhand using structured and self-administered questionnaires: PC Questionnaire and ER Questionnaire checking their validity and reliability. The need of the study was to establish relationship between employee engagement or retention with the psychological contracts and the outcomesestablish the same.Many Organisations willantagonize difficulties in the coming years. Major amongst the most imperiousproblems will be procuring, preparing, overseeing and holding millennial employees. A theoretical commitment of this examination is that it joins two territories of research not already explored together with regards to establishments; psychological contracts and worker retention. The outcomes show that there is a solid connection between psychological contract satisfaction and employee engagement, however the relationship does not seem, by all accounts, to be directed by some other factor, for example, age, gender or tenure. Following specific results were from a practical perspective, there is a growing interest in understanding employee engagement, as it is perceived that the growth and prosperity of organizations will rely heavily on the committed and competent workforce. The suggestion that the relationship between PCfulfilment and ER are positively related irrespective of age and gender is indicative of the fact that management need to pay more focus on the fulfilment of motivating psychological contract rather than adherence to merely hygiene factors.