ABSTRACT Higher education is currently experiencing rapid digital transformations, accelerated by the COVID-19 pandemic. This study examines the critical role of digital leadership in effectively navigating these educational transitions through the promotion of the Agile approach and pedagogical innovation. It explores theoretical frameworks and essential concepts within the context of digital transitions in Moroccan higher education, where universities are actively establishing Centers for Pedagogical Innovation and exploring blended learning models. Employing quantitative and qualitative methodologies, this research explores digital leadership perceptions and behaviours in Morocco. The results underscore the significance of key digital leadership strategies, including promoting pedagogical innovation, adopting the Agile approach, and fostering timely collaborative endeavours for organisational agility, a key element in enabling pedagogical innovation. Ultimately, digital leadership fosters pedagogical innovation, seamlessly aligning with the Agile approach to enable rapid adaptation to the evolving needs of learners.

ABSTRACT International Joint Education Programmes (IJEPs) represent a transformative approach to transnational education by enabling institutions from different countries to collaboratively confer joint or dual degrees. While their popularity has grown due to their potential benefits, such as fostering student mobility, enhancing employability and driving curriculum innovation, these programmes face significant challenges. This paper systematically reviews studies focusing on first-hand experiences with IJEPs to explore their benefits, issues and possible solutions. Key challenges identified include regulatory barriers, financial constraints, language proficiency issues, cultural adjustment and pedagogical differences. The review also examines how strategies like language support measures, expectation management and the use of technology can mitigate these challenges. This study contributes to the growing body of literature on IJEPs by providing evidence-based insights and recommendations to support their effective design and management.

ABSTRACT The volume of university students disclosing mental health difficulties is increasing, yet the proportion who access help is lower than expected. University counselling and mental health (CMH) teams are seeking new ways of working with data to ensure services are accessible, timely and effective. Qualitative data were collected via a focus group to explore CMH staff's perceptions on the implementation of a well-being analytics project at a UK university that aimed to improve service uptake by earlier identification of students at-risk and tailored signposting. Data were analysed using the Normalisation Process Theory alongside the RE-AIM evaluation framework. Staff expressed how the approach was unique in identifying students who would typically remain unseen or would be unlikely to self-refer otherwise. We recommend that future analytics projects should consider separate but interlinked roles for data analysis and student support, and highlight the importance of preparing teams for the proactive identification of students at-risk.

ABSTRACT Universities worldwide are transforming, expanding beyond teaching and research to embrace a ‘third mission’ focused on societal impact. This commentary explores the integration of the third mission within South African universities, highlighting its importance in addressing local and global challenges. While well established in regions like Europe and the United States, adoption in South Africa remains inconsistent. Drawing on national policy documents and empirical studies, this piece explores how South African universities are incorporating societal engagement, innovation, and entrepreneurship into their core functions. It also highlights barriers to institutionalising the third mission, including funding constraints, inadequate incentives for researchers, and tension between traditional academic values and market-oriented approaches. Despite these challenges, South African universities can enhance their societal impact throughstronger collaboration with communities, government, and industry. This commentary calls for a more structured and strategic integration of the third mission to position universities as catalysts for socio-economic development.

ABSTRACT To date, females remain underrepresented among senior academic leadership. The evidence for such underrepresentation is indisputable. Yet, the reasons for the gender gap in the leadership circles in higher education institutions are poorly understood, and several arguments are offered to explain if not justify the disparity. This paper reviews the evidence for systematic underrepresentation of females in academic leadership positions, analyzes and refutes the key arguments advanced to explain the gender gap, and reflects on the factors impeding the transition to a more equitable state of affairs. It suggests that a possible strategy to address the inequity may include strategic mentorship by female leaders of male leaders-to-be, and that the imprinting effect such mentorship provides may facilitate closing the gender gap.

ABSTRACT Learning analytics systems are increasingly used in higher education to monitor student engagement and identify those at risk of poor wellbeing. However, there is limited causal evidence on the effectiveness of student support interventions prompted by analytics. Drawing on three case studies from universities in England, this paper documents how randomised controlled trials can be feasibly designed and implemented within university settings to rigorously assess analytics-prompted interventions. It highlights some key considerations that should be reflected in the design of causal evaluations of interventions prompted by analytics, such as developing theories of change to practically inform the selection of outcomes. It also discusses the suitability of different trial designs, depending on whether new or existing interventions are being evaluated, evaluation pre-registration, and the value of complementing statistical studies of intervention’s effects with implementation and process evaluations.

ABSTRACT Evaluating the impacts of the use of Learning Analytics to target mental health and wellbeing outcomes is complex. A key facet of the intervention – targeting – has no effect on outcomes per se and can only have impacts in concert with other interventions. This means that what can be learned from trials is more nuanced than evaluating simpler interventions. We outline the key methodological challenges, uncovered in the design of three such trials, and provide guidance on how to maximise power and learning from trials in this area. We recommend differential sample selection (full sample, ordinal analytical sample, random analytical sample) and split plot designs in enabling the impact of targeting and intervention to be assessed separately. We also advocate for the use of common outcomes across studies. In the face of complexity in the design of studies, we should be more, not less, focused on the use of RCTs, embracing the flexibility of this tool to help support students in need.

ABSTRACT Differential attainment in medical education continues to disproportionately affect international medical graduates (IMGs) and trainees from ethnic minority background in the UK. Despite their vital role in the workforce, these groups encounter lower postgraduate exam pass rates, higher complaints, and slower career progression. This systematic review synthesised qualitative literature published since 2015 to explore the lived experiences and barriers to attainment. Adhering to PRISMA guidelines, six databases were searched, and findings from 33 studies were analysed using a macro-meso-micro framework. Six themes emerged: language and communication barriers, adaptation to UK clinical practices, cultural and social integration struggles, bias in assessments, discrimination, and work-life balance pressures. These reflect the interplay of systemic, organisational, and individual factors contributing to inequities. A conceptual model is presented to demonstrate these dynamics. This review underscores the need for cultural orientation programs, inclusive assessments, and institutional support to promote equity in medical education.

ABSTRACT Using data for early, personalised and proactive engagement regarding student mental health is prominent in UK Higher Education (HE) policy. This study investigates how student mental health profiling (SMHP) can be incorporated into services. Profiles were presented to members of a university mental health team (n=7) via semi-structured interviews. Data were analysed to explore staff perceptions of using profiles in practice. This generated a set of use cases and a discussion on the conditions required to operationalise them. The use cases identify both operational and strategic opportunities for delivering interventions as well as monitoring and evaluating services. Use cases are important for articulating in actionable terms how a whole university approach to mental health may be achieved. The paper aims to inform practitioners looking to use profiles, universities wishing to invest in mental health analytics and policymakers considering how best to support institutions in delivering data-driven support consistently and ethically.