ABSTRACT International scholarly interest in the leadership of women academics is growing, with a strong focus on the structural barriers they face and the success stories of those in leadership roles. However, there is still limited research on the nuanced leadership aspirations of women academics in non-Western contexts, such as China. This qualitative study, informed by Butler's theory of performativity, explores how fourteen non-leader women academics perceive and navigate their leadership aspirations in Chinese academia. The findings reveal that women’s decisions to ‘step back’ or ‘lean in’ are not merely personal preferences but responses to intersecting gender norms, institutional discourses, and cultural traditions. Aspiring to leadership may challenge prevailing gendered norms and ideal leadership discourses by reimagining alternative forms of leadership. Conversely, refusing to pursue leadership – while resisting dominant ideals – may inadvertently reinforce the gendered structures and expectations that women seek to unsettle. We argue that women academics’ agency encompasses both desire and resistance. Rather than seeing agency as a fixed endpoint, we view it as a starting point for reexamining and reshaping the gendered structures that shape academic leadership.

ABSTRACT The main purpose of this study was to investigate whether a transnational education institution's perceived country brand authenticity influences students’ judgements of service quality and their satisfaction with their programme and institution. The research also considers the institution's brand image. An online survey was used to obtain data from 915 higher education students studying at Chinese, German, and United States-affiliated universities located in Egypt, the Sultanate of Oman, and Bangladesh. It was found that an institution's perceived country brand authenticity is positively related to students’ judgements of service quality and their overall satisfaction. Also, we found that perceived country brand authenticity is an antecedent of the institution's brand image, while student satisfaction may be an outcome of brand image. Thus, the results confirm the importance of an institution's country brand authenticity in influencing students’ attitudes, as well as contributing to a strong institutional brand image. To our knowledge, this is the first study to consider the relationship between country brand authenticity and student satisfaction in higher education. The implications of our findings are discussed.

ABSTRACT This scoping review aimed to map the literature to explore the experiences of international academics in relation to leadership. Underpinned by best practice standards in the conduct and reporting of scoping reviews, four academic databases (ERIC, A+ Education, and Scopus) and grey literature (Google, Google Scholar) were systematically searched. Two independent reviewers completed a two-stage screening to identify eligible studies with data on any barriers, opportunities, strategies, or success experienced by international academics in leadership. A customised data extraction sheet was developed for this process. Given the nature of the review topic, descriptive data synthesis was used to summarise the data. A total of 4228 records were identified, 296 full texts were screened, and 26 studies met the eligibility criteria. The findings suggest that international academics have faced numerous barriers not only to gain leadership positions but also to perform their leadership roles to the best of their ability. However, few studies reported on the opportunities and strategies for overcoming barriers relating to gaining leadership positions and performing their roles effectively. Only a handful of studies explored the leadership success experienced by international academics. Institutional support and mentoring may be key to bridging the gap and overcoming these barriers.

ABSTRACT This paper systematically reviews the literature from 2002 to 2022 on the evolving roles of academics within universities, focusing on the impact of the third mission – i.e., societal engagement – alongside the traditional missions of education and research. The review synthesises the findings from the scholarly literature, categorised into six primary dimensions, each reflecting different facets of how academics are adapting to new expectations. The findings indicate that the third mission significantly influences academic career paths, performance metrics and institutional cultures, often prompting a reconfiguration of traditional academic roles. The main conclusions point to increasing complexity in academic responsibilities, as well as the emergence of new academic subjectivities that reflect the increasing demands for societal engagement. This study contributes to the ongoing discourse on the future of higher education, highlighting the need for universities to balance their traditional missions with evolving societal expectations.

ABSTRACT This study examines the career pathways and identity formation of early career researchers (ECRs) within higher education (HE) studies. We understand HE studies as a field of study in which HE is the object of the research. Addressing a significant gap in existing literature, our study investigates how individuals become researchers in HE studies and how social contexts shape their professional identities. Through a qualitative, biographical approach, twelve in-depth interviews with Austrian ECRs were conducted and analysed using hermeneutic and coding methods. By understanding ECRs’ trajectories from the theoretical perspective of communities of practice (CoP), this study sheds light on the dynamic interplay between the academic environment in the field of HE studies and the individuals’ biographical experiences. The analysis identifies four CoPs that particularly shape ECRs’ integration into HE studies and their identification as HE researchers: (1) undergraduate and graduate studies prior to the PhD, (2) the workplace, (3) research activities and (4) scientific networks. The results underscore the importance of addressing the barriers faced by those outside established academic networks and considering broader biographical factors that influence integration into HE research.

ABSTRACT Women international students face a high risk of intimate partner violence (IPV) and sexual violence (SV), yet their experiences have largely been overlooked in responses to violence against women in higher education. These risks are emerging within an increasingly volatile landscape of international education, where tightening migration regimes, politicised public debates and unstable policy settings across major destination countries have exacerbated international students’ precarity and affected their wellbeing. Our study explored stakeholder perspectives on current responses to IPV/SV against women international students in Australia, through focus groups with 16 higher education professionals, student support and programme providers. Our analysis identified three main themes: (1) governments and institutions are neglecting their duty of care to adequately support and protect women international students; (2) violence prevention programmes and services should be more responsive to the circumstances and needs of international students; and (3) international students need clearer guidance on accessing support services. Stakeholders recommended structural changes to address the insecurity that undermines women international students’ safety; tailored programmes and services; and stronger institutional accountability through increased regulation. The findings highlight the need for revenue from international education to be reinvested to address the distinct challenges that women students face when studying overseas.

ABSTRACT Peer review is a cornerstone of science. However, a growing body of scholarly work argues that peer review is in a state of crisis, partly due to the number of submissions of manuscripts to international journals outpacing the capacity of journals to review them competently, unbiasedly and within expected timeframes. In this context, some of the most pressing concerns are reviewers’ willingness to review and reviewer fatigue. Studies focusing on academics’ motivations to review for international journals have mostly focused on those working in North America and Europe. Less is known about Chinese academics’ willingness to review, although they are increasingly playing a key role in global knowledge production. This study explores the motivations of Chinese academics to engage with peer review for international journals. Based on interviews with 47 Chinese academics, our findings show that they perceive reviewing as a scholarly responsibility, part research and part service, which is consistent with the motivations of reviewers globally. Chinese academics engage with peer review based on five rationales: responsibility, networking, reputation, research benefits and tangible rewards. Those in the social sciences and humanities also engage in peer review to influence ‘research on China’, while those in science and engineering fields do not have this concern. This difference is influenced by the respective focality and traditions of these fields.

ABSTRACT This study analyses the motivations of graduates with disabilities at German universities for enrolling in higher education (HE), the factors influencing their choice of institution and programme, and the support measures that facilitated equitable access and informed decision-making. The participants comprised 28 graduates with disabilities from various disciplines across 16 universities in Germany, all of whom completed a Bachelor's or Master's degree between 2016 and 2022. Data were collected through written interviews using open-ended questions. The findings show that the main motivations for pursuing HE were the desire for emancipation, the expectation of gaining a qualified profession, and the need to demonstrate their ‘value’ to society. Factors influencing the choice of study programme included constraints linked to the nature of the disability, the proximity to home, and accessibility barriers at certain institutions. Crucial support measures shaping their university and programme selection included access to personal and professional assistance, as well as prior attendance at mainstream schools. These results highlight the importance of inclusive strategies and support structures that not only ensure access to HE but also provide tailored guidance and counselling during the transition to university.

ABSTRACT This study investigated how Chinese first-year undergraduate students engaged in blended learning and the factors that influenced their engagement in EMI transnational universities in China. The mixed-method study collected 341 survey responses and 20 interviews and utilized Astin’s I-E-O model as a theoretical framework. Findings indicated that students maintained a relatively high and consistent engagement in blended learning. The study further illustrated how various student attributes and factors within the learning environment impacted their involvement in blended learning. Key insights include lower engagement among female students, the importance of time invested, and preference for interactive activity design over teaching mode. The study emphasizes the importance of providing technology-enhanced educational experiences in high schools to aid the transition into blended learning at universities. Additionally, universities should provide inclusive and flexible learning opportunities, foster self-directed learning and time management skills, and offer English language support to enhance student engagement in blended learning.

ABSTRACT To reach the position of associate professor in Australian universities through internal promotion, aspiring academics need to demonstrate specific experience, knowledge and skills typically associated with teaching, research and service. Within the research component, beyond quantifying attainment of higher degree by research student completions, the researcher development role that is expected to achieve promotion to associate professor has been given limited scrutiny in the extant research. Little is known about the prevalence of articulation of this researcher development role, or the scope and nature of the expected role for associate professors in Australian university frameworks and documents associated with promotion. This is problematic given that aspirants to the associate professor role need promotion clarity in order to mount a successful case for promotion. To address these research gaps, expectations for this academic level were identified in Australian university documents supporting level D promotion and subject to a hybrid approach to content analysis. Expectations beyond completions were articulated in the majority of cases (78.3%), and the role was found to be broad and diverse across the sample, reflecting both traditional and emerging research priorities. This article contributes to a promotion clarity agenda, while also highlighting implications for future research.