Context Of Higher Education Institutions Research Articles

Mechanisms for facilitating academic entrepreneurship in higher education

PurposeThe commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.Design/methodology/approachOur research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.FindingsThe results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.Research limitations/implicationsThe study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.Practical implicationsObserved factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.Social implicationsthe engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.Originality/valuePoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.

Local community development and higher education institutions: Moving from the triple helix to the quadruple helix model

This article examines issues of local community development in Rwanda, building on the triple helix model proposed by Henry Etzkowitz and Loet Leydesdorff in the 1990s to draw insights from international perspectives. The authors favour an expanded quadruple helix model which includes the local community as a unit of analysis, alongside higher education institutions (HEIs), the private sector and government. In this fourfold model, the local community is identified as an additional helix based on the idea that HEIs can serve as engines for boosting economic development. The results of the authors’ analysis show that innovations in higher education which are directed towards community development can, in turn, lead to changes in existing practices and teaching to better reflect the needs of the local community as well as the broader community beyond the immediate context of HEIs. Graduates’ employable skills can be strengthened through outreach initiatives by HEIs, along with the collaborative support of all elements in the fourfold model. The authors’ review of relevant literature and policy documents goes further to illustrate how each element can play an optimal role in forming a strong and sustainable partnership at the local level. The robust cooperation among helices in this model may lead to higher rates of graduates’ employment in a knowledge-based society. These innovations can further lead to full alleviation of poverty, starting from the sphere of local community development.

Systematic literature review on the implementation of the Six Sigma approach in education

<span lang="EN-US">The quality of teaching and pedagogical practices of teachers is a global issue in education. The success of Six Sigma in several industries stimulates its potential to be applied in the field of education. However, discussions related to Six Sigma development in systematic education are still very limited. Therefore, this systematic literature study was conducted to synthesize empirical data on the implementation of the Six Sigma approach in education. This study focuses on two main objectives, namely, to identify the trends in the implementation of the Six Sigma approach in education based on national and year tendencies as well as to identify research sampling trends and the focus of the field of study. The Web of Science and Scopus databases have been used based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA). The findings of systematic literature articles showed that India is the most dominant country conducting Six Sigma studies in education. Furthermore, related studies were conducted the most in 2017. In addition, the research samples are also more focused on the context of higher education institutions. These findings help improve the general understanding of Six Sigma in education to improve the quality of teachers in schools further.</span>

Intergenerational climate at higher education: validity of the Spanish version of the workplace intergenerational climate scale

An ageing workforce and the coexistence of different generations in the same work environment has garnered the interest of practitioners and theoreticians with regard to the climate and interactions that occur between these generations. Although there are various instruments that attempt to measure the intergenerational climate in organizations, there are no studies that demonstrate the effectiveness of such instruments in the Spanish university context. This article presents the analysis of the psychometric properties of the Spanish version of the Workplace Intergenerational Climate Scale (WICS) adjusted to the specific context of higher education institutions and administered to a sample of 1,116 university teachers. After the analyses were carried out, an instrument with 16 items was obtained (4 less than the original questionnaire), and we can affirm that the resulting questionnaire is appropriate to measure the intergenerational climate among university teachers in the fields of teaching, research and management in the Spanish university context. However, more detailed, and individual analysis of each of the areas (i.e., teaching, research and management) would likely yield slightly different models but a better fit.

Somehow bogged down: why current discussions on measuring HEI reputation go round in circles, and possible ways out

ABSTRACT Measuring and managing reputation is one of the core challenges for higher education institutions (HEIs). Although research and theory in higher education marketing has been addressing this key issue for decades, a clear picture of how to capture and monitor the reputation of higher education institutions has not emerged. As a result, recommendations on how to apply systematic reputation management in the HEI setting are lacking. We review traditional conceptualizations of the construct of reputation, identify common challenges to reputation measurement, and examine their application in higher education settings. Bringing together the baselines from these fields, we argue along four main lines that recommending a theoretically acceptable way to capture HEI reputation is tantamount to an unsolvable task. As a solution to the impasse, we call for an exploration of altered perspectives on reputation measurement for the HEI context. Increased consideration of relevance and departures from existing attempts are two issues that are particularly addressed. To advance the theory and encourage new thinking, we develop several lines of research that we hope will inspire further work in this important area and move the field toward more applicable solutions.

Researching Influences of Learner Experience on AR/VR Adoption - The Case of Vietnamese Universities

Aim/Purpose: The study aims to analyze the elements/factors that impact students’ augmented reality/virtual reality (AR/VR) adoption through their behavior in Vietnamese higher education. In particular, the research demonstrates the influences of and relationships between multiple goals, learner experience, and barriers to adopting AR/VR. Background: The widespread adoption of digital transformation in numerous industries demonstrates its prospects and potential for growth. Many cutting-edge technologies, including AR and VR, have been included in educational activities because they have the potential to elevate academic standards across numerous colleges. However, their implementation and practice within higher education appear confusing to lecturers, organizations, and, in particular, students. Their innovative nature and differences are the fundamental causes. Hence, thoroughly elaborating the elements that impact the adoption of students – the target audience – through investigating the behavior if these factors are crucial to ensure the benefits of AR/VR are leveraged while the implementation procedures are enhanced. Methodology: By integrating earlier research, the research proposes a theoretical framework to explore how learners of AR/VR adopt these technologies. Discussion group interviews with professionals, namely four lecturers at Vietnam universities, were conducted. The professionals adjusted elements and changed the scales in order to optimize them in accordance with the context of Vietnamese universities. Additionally, the authors surveyed 200 students whose responses were transformed into numerical data. SmartPLS-SEM 4.0.9.3 software was used to test whether specific hypotheses were accepted or rejected. Contribution: The research holds immense significance as it employs customer behavior as the foundational theory to construct a proposed model delineating the influence of learner experience on multiple goals and AR/VR adoption. Moreover, the study’s findings empower educational establishments to strategically allocate resources toward enhancing student experiences, aligning with learner goals, and consequently augmenting the adoption of AR/VR technologies. Findings: Regarding the relationship between learner experience and multiple goals, the findings indicate that convenience experience greatly impacts academic goals and social goals. Immersive experience also has a remarkable influence on academic goals, social goals, and practical goals. As regards the impact of multiple goals on AR/VR adoption, the research reveals that academic, social, and practical goals have a significant effect on such adoption. Concerning the correlation between learner experience and AR/VR adoption, it can be seen that usage experience and entertainment experience have a beneficial effect on such adoption. Recommendations for Practitioners: In terms of practical contributions, educational organizations in Vietnam can use the research during AR/VR implementation processes to maximize the benefits of AR/VR in education. Recommendation for Researchers: The authors conduct a theoretical research framework for the adoption of AR/VR technology into Vietnam’s higher education digital platform. The research approaches a different aspect in the context of higher education, which considers students as customers based on prior research on customer behaviors through multiple goals and learner experiences to evaluate their impacts on the AR/VR adoption of students. Impact on Society: AR/VR has achieved extensive utilization and widespread acclaim across various sectors, notably education. Within the context of higher education institutions, the integration of AR/VR applications not only has advantages but also presents associated challenges. Therefore, the present inquiry was undertaken to elucidate the determinants influencing students’ receptiveness toward AR/VR utilization. Educational establishments can leverage the insights gained from analyzing the learner experience and multifaceted objectives of, as well as impediments to, AR/VR assimilation to enhance favorable elements and mitigate unfavorable aspects during the process of AR/VR implementation. The overarching objective is to elevate the degree of AR/VR adoption among students. Future Research: Further research can consult the customer behavior approach regarding technological adoption in educational contexts. In addition, apart from adoption, dependent variables can be studied, such as satisfaction with or decision to use AR/VR in future research.

Continued Usage Intention of Mobile Learning (M-Learning) in Iraqi Universities Under an Unstable Environment: Integrating the ECM and UTAUT2 Models

Aim/Purpose: This study examines the adoption and continued use of m-learning in Iraqi universities amidst an unstable environment by extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and Expectation-Confirmation Model (ECM) models. The primary goal is to address the specific challenges and opportunities in Iraq’s higher education institutions (HEIs) due to geopolitical instability and understand their impact on student acceptance, satisfaction, and continued m-learning usage. Background: The research builds on the growing importance of m-learning, especially in HEIs, and recognizes the unique challenges faced by institutions in Iraq, given the region’s instability. It identifies gaps in existing models and proposes extensions, introducing the variable “civil conflicts” to account for the volatile context. The study aims to contribute to a deeper understanding of m-learning acceptance in conflict-affected regions and provide insights for improving m-learning initiatives in Iraqi HEIs. Methodology: To achieve its objectives, this research employed a quantitative survey to collect data from 399 students in five Iraqi universities. PLS-SEM is used for the analysis of quantitative data, testing the extended UTAUT2 and ECM models. Contribution: The study’s findings are expected to contribute to the development of a nuanced understanding of m-learning adoption and continued usage in conflict-affected regions, particularly in the Iraqi HEI context. Findings: The study’s findings may inform strategies to enhance the effectiveness of m-learning initiatives in Iraqi HEIs and offer insights into how education can be supported in regions characterized by instability. Recommendations for Practitioners: Educators and policymakers can benefit from the research by making informed decisions to support education continuity and quality, particularly in conflict-affected areas. Recommendation for Researchers: Researchers can build upon this study by further exploring the adoption and usage of m-learning in unstable environments and evaluating the effectiveness of the proposed model extensions. Impact on Society: The research has the potential to positively impact society by improving access to quality education in regions affected by conflict and instability. Future Research: Future research can expand upon this study by examining the extended model’s applicability in different conflict-affected regions and assessing the long-term impact of m-learning initiatives on students’ educational outcomes.

Digital Education, Mental Resilience and Emotional Well-being of the Students of HEIs: Addressing Mental Health in the Light of NEP 2020

The present paper probes the interplay between digital education, students’ mental resilience, and their emotional well-being within the context of Higher Education Institutions (HEIs). In particular, the paper places a focal point on addressing mental health issues among students and assesses the impact of the National Education Policy (NEP) of 2020 in creating an educational atmosphere and environment facilitative to the cognitive growth and well-being of students. It is evident that the widespread circulation of technology among students of HEIs has detrimental effects on their mental resilience and emotional well-being. Excessive digital screen time leads to deteriorated mental health, including increased anxiety, depression, compulsive behaviours etc., intensified by nomophobia (no mobile phobia). Again, information overload in the digital age hampers decision-making ability and deepens anxiety among students. The deleterious effects of cyberbullying and phubbing on social skills, well-being, interaction and relationships capture the essence for educators, researchers and policymakers to address these concerns without much delay. Nevertheless, NEP 2020 already prioritizes both academic excellence and the mental health of students of HEIs through facilitating counselling services, a flexible curriculum, diverse extracurricular activities etc. The policy aims to reduce anxiety and stress by shifting away focus from rote memorization, high-stakes assessments and a rigid academic atmosphere while cultivating a vibrant campus life. It also recognizes the unique needs of vulnerable student populations, emphasizing targeted support for their academic success and mental well-being. While NEP 2020 acknowledges these concerns, it may fall short of fully addressing these complex mental health challenges, necessitating a more adaptable, holistic approach.

Preparedness for a low-carbon future – knowledge level of built environment students

Purpose The UK Government has committed to achieving net-zero emissions by 2050, being the first major nation to do so. While laudable, it raises the question, “are future built environment professionals (BEPs) equipped for this?” Although studies related to students’ perspectives exist, they broadly focus on sustainability-related pedagogical aspects, with limited studies conducted in the built environment (BE). This study makes the case that it is timely to investigate this from an emerging perspective using the term “low-carbon future” (LCF), given that it is germane to achieving net-zero emissions and is at the forefront of academic and practice discourse. Therefore, this paper aims to investigate the knowledge level of UK BE students’ in higher education institutions (HEIs) specific to the term LCF. Design/methodology/approach This is a systematic scoping study review of published papers related to sustainability in BE curricula in the UK HEI context. Findings The findings reveal that LCF remains at a nascent stage, with no study specifically addressing it. It indicates a knowledge gap that could impact the grounding students require to address current and future sustainability challenges. Research limitations/implications The review focused on a specific term, which, while relevant, is very niche. A review of other emerging terms, considering LCF as a theme, and/or empirical data from diverse stakeholders in UK HEIs could enrich the results. Practical implications This study provides significant insight into the status of sustainability inclusion in the BE curriculum. It would serve as a reference for stakeholders involved in equipping future BEPs with the requisite knowledge and skills to deal with sustainability challenges that will be consequential beyond the UK context. It would also inform future research. Social implications Sustainability-informed and equipped BEPs will be influential in shaping their immediate surroundings and how people engage with them, which will contribute to developing a more equitable and sustainable society. Originality/value Beyond contributing to the discourse on sustainability literacy in UK HEI from an emerging concept perspective, this study would be useful as possibly the first of its kind. Therefore, it fills the theoretical gap and proffers recommendations that would be beneficial for curriculum development.

Research promotion strategies to enhance research productivity in Tanzanian higher educational institutions

AbstractThere are low levels of research productivity among higher education institutions (HEIs) in Africa, which will likely compromise the continent's development agenda if not addressed. This study intends to develop a research framework to create a strategic roadmap that leverages leadership perspectives to foster a thriving research culture and contribute meaningfully to Tanzania's growth and development. We conducted a qualitative study involving higher education policy makers, senior university officials and academic staff from four sampled universities and two non‐university institutions that regulate Tanzania's higher education sector. The secondary data sources supported us in assessing the current state of research in Tanzanian HEI and the way forward. A thematic analysis revealed seven themes: research governance; capacity development strategy; reinforcement strategy; collaboration, networking and teamwork; establishment of research centres; dissemination strategy; and institutionalisation of research activities that can increase research productivity in the Tanzanian HEI context. This research adds to the literature on HEIs by identifying contextual strategy that can enhance research promotion in Tanzania and guide other African countries. In today's global information economy, research production is critical to the viability of HEIs and national development. This research aims to equip HEI leaders with a customised framework to help them direct their institutions towards research excellence and innovation.Context and implicationsRationale for this studyTanzania recognises the pivotal role of research in achieving socioeconomic objectives. The research productivity of higher education institutions (HEIs) is crucial in addressing local issues and fulfilling national agenda.Why the new findings matterThe findings reveal novel strategies for promoting research and how institutionalising them will enhance research engagement and productivity.ImplicationsThe research framework acts as a strategic guide for HEI policy makers that informs on how to encourage faculty and scholars and generate a better research output. The study shows how HEIs can institutionalise research, making it a part of its culture and mindset. The study has implications for the authorities and government bodies also, as the research productivity has a socio‐economic impact on national development.

A Holistic Perspective: Investigating the Links between Workplace Spirituality, Organizational Commitment, and Well-Being among Higher Education Professionals

This comprehensive review paper investigates the intricate relationships among workplace spirituality, organizational commitment, and well-being in the distinctive context of higher education institutions. With the overarching goal of cultivating a supportive and spiritually nurturing workplace environment, this study rigorously explores the presence and impact of spiritual support practices in higher education. Employing a systematic research methodology, 25 pertinent articles were meticulously selected from an initial pool of 130 publications, sourced from platforms such as “Google Scholar,” “Scopus,” “Web of Science,” and “Research Gate.” The discussion section critically examines the interplay between workplace spirituality and organizational commitment, underscoring the crucial distinction between organizational and personal spirituality. It further delves into the implications of workplace spirituality on the well-being of higher education professionals, particularly in light of the evolving challenges and opportunities within academia. Notably, the COVID-19 pandemic is acknowledged as a transformative force that has highlighted the pivotal role of academic staff in distinguishing educational institutions. In conclusion, this review paper accentuates the transformative potential of workplace spirituality within the competitive academic landscape. It posits that workplace spirituality engenders positive outcomes for individuals, groups, and organizations, playing a pivotal role in enhancing overall effectiveness. The paper underscores the imperative for higher education institutions to nurture agile and motivated teaching staff, prioritizing their well-being and professional growth. By integrating spirituality into the academic milieu, institutions can foster healthier workspaces, attract and retain top-tier talent, and contribute significantly to the holistic development of their faculty members. In summary, this review paper offers a holistic perspective on optimizing the academic work environment by exploring the complex dynamics of workplace spirituality, organizational commitment, and well-being within higher education institutions.

Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context

Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspective of social psychology theory that emphasizes distributional, procedural, and interaction justice. The study selected participants through purposive sampling techniques. Distributional justice revealed that grading seems fair when students experience multiple assessments, clear rubrics, and effective feedback from lecturers. In distributional justice students experience injustice when there are unclear expectations of assessment. Regarding procedural justice, students’ unfairness was related to limited time, technical problems, and unclear assessment expectations. Interactional justice was related to privacy in communicating grades and weak interaction during the assessment. These results emphasize the importance of understanding the elements that influence students’ views of fairness and methods to improve assessment during online assessment in a university setting.

Influence of Ethical Climate, Workplace Spirituality and Organizational Justice on Workplace Deviant Behavior: A Mediating Role of Organizational Citizenship Behavior

This research investigates the intricate relationships among ethical climate, workplace spirituality, organizational justice, organizational citizenship behavior (OCB), and workplace deviant behavior within the context of higher education institutions in Pakistan. The study proposes and tests a comprehensive model, exploring direct relationships and the mediating role of OCB. The hypotheses posit significant associations between ethical climate, workplace spirituality, organizational justice, and both organizational citizenship behavior and workplace deviant behavior. Furthermore, the research examines the mediating effects of organizational justice on the relationships between ethical climate, workplace spirituality, and workplace deviant behavior. Drawing on a sample of 259 teachers from various public and private universities in Pakistan, the study contributes to filling existing gaps in the literature, particularly in the context of developing nations. The methodology employs a correlational research design, utilizing a survey questionnaire with Likert-type scales. Data analysis is conducted through Partial Least Squares Structural Equation Modeling (PLS-SEM), allowing for a nuanced examination of relationships and mediating effects. The results indicate significant direct relationships between ethical climate and workplace deviant behavior, as well as organizational justice and deviant behavior. Ethical climate also positively relates to organizational citizenship behavior, as does organizational justice. Workplace spirituality, however, does not exhibit a significant relationship with workplace deviant behavior or organizational citizenship behavior. The findings further reveal the mediating role of organizational citizenship behavior in the relationships between ethical climate and workplace deviant behavior, as well as organizational justice and workplace deviant behavior. Overall, this research contributes to the understanding of ethical and behavioral dynamics in organizational settings, particularly in the unique context of higher education institutions in Pakistan.

Link between job burnout antecedents and consequences: an empirical study on higher education faculty members in the Saudi context

PurposeThis study aimed to examine the antecedents, correlates, and consequences of burnout among higher education faculty in Saudi Arabia using the theoretical framework of the job demands-resources model.Design/methodology/approachUsing a quantitative research design, a cross-sectional survey was employed to collect data from faculty members across multiple Saudi universities. The constructs were measured using validated scales, and data analysis included exploratory factor analysis, Pearson correlation analysis, factorial ANOVA, and multiple regression.FindingsThe study identified moderate levels of burnout, confirming a significant positive relationship with role conflict and a negative relationship with internal locus of control. Burnout significantly contributed to depression, insomnia, and turnover intentions. However, no significant relationship was found between burnout and workplace conflict when controlling for other variables.Research limitations/implicationsThe study's findings can inform policymakers and academic administrators about measures to alleviate faculty burnout, thus contributing to healthier academic work environments aligned with Saudi Arabia's Vision 2030 goals.Originality/valueThis research extends the job demands-resources model within the context of higher education institutions in Saudi Arabia, offering nuanced insights into burnout dynamics among university faculty in this region. Despite the model's robustness, the absence of a significant relationship between burnout and workplace conflict signals the need for a more intricate understanding of burnout's antecedents and consequences.

Favouritism in Higher Education Institutions: Exploring the Drivers, Consequences and Policy Implications

Purpose: Favouritism is one of the most harmful informal practices in Higher Education Institutions (HEIs) that affect the success and growth of the institutions, especially in recent decades. However, as destructive as favouritism is, most institutional managers seem to perpetuate its practice either because its negative effects are not well appreciated by the leaders or because the leaders have never been unfavourable of the favouritism act. This study explores favouritism and all its mutations, its causes and effects, and how to curb it in the HEI context.
 Methodology: The study was qualitatively driven. Valid data were solicited from 60 staff of the University for Development Studies (UDS), Tamale, Ghana, through an interview session and analysed. Based on the results and insights from secondary data, the study discusses three main types of favouritism in HEIs: nepotism, cronyism, and patronage. We found that favouritism of any form is cancer that can affect employees psychologically, emotionally, and even mentally.
 Findings: As a result, we conclude that the principle of fairness in the selection of employees is directly related to the level of public trust in the institution’s ability to serve its stakeholders and has deeper organisational implications that determine the ethos in the HE domain and that failure, on the part of institutional managers, to employ a trusted merit-based recruitment and selection procedures in the recruitment of employees is one of the factors that can significantly contribute to the spread of unrest in the HEI space. 
 Recommendations: Given this, we recommend, among others, that managers and administrators of HEIs avoid playing favourites by instituting an anti-favouritism policy that seeks to check murky recruitment and selection procedures and promote trust in employees in the promotion and reward systems in HEIs.
  

Assessing internal organizational pathways to reduce knowledge waste: a Lean thinking perspective

PurposeThe purpose of this article was to evaluate the causal influence of Lean management practices on knowledge waste within the context of higher education institutions (HEIs). The peculiarities of knowledge impress upon organizations the need to think about reducing knowledge waste as a crucial practice. The Lean philosophy and practices therefore stand out as an appropriate management perspective, particularly given Lean's focus on waste elimination. However, little is known about the influence of Lean practices on reducing knowledge waste.Design/methodology/approachA quantitative research instrument was distributed to professors and technical and administrative staff across three types of HEI in the State of Rio Grande do Sul, Brazil. The validated and pretested survey was circulated to the target population via an online method to explore eight constructs and 38 items concerning Lean and knowledge and waste.FindingsThe results of the survey indicated that all hypotheses were supported. The sum total of 837 responses showed that the Lean relationships (internal organizational paths) were more obvious where leadership support proved to have a positive effect on continuous improvement, training, and customer involvement. Moreover, the significant and negative effects of the Lean practices studied on knowledge waste was also supported, including for example, the interaction between HEIs and its client base.Originality/valueHEIs are knowledge generators. Therefore, the necessity of avoiding and reducing knowledge waste is even greater. This study also differentiates itself from the “traditional” knowledge loss studies by investigating knowledge while the employees are still part of an organization and not after they have left taking the knowledge away with them.

The interplay between internal communication, employee engagement, job satisfaction, and employee loyalty in higher education institutions in Vietnam

The present study examines the roles of internal communication (IC), job engagement (JE), organisation engagement (OE) and job satisfaction (JS) in producing employee loyalty (EL) based on the social exchange theory. This study employed an online questionnaire-based survey design to collect data from 255 respondents from higher education institutions (HEIs) in Binh Duong province using convenience and snowball sampling techniques. Data analyses and hypothesis testing were carried out using the partial least squares structural equation modelling (PLS-SEM). The findings show that all relationships are significantly validated, except for the JE-JS relationship. Our work is the first to investigate employee loyalty in the HEI context of an emerging economy such as Vietnam by incorporating internal communication, employee engagement (including job and organisation engagement) and job satisfaction to develop and validate a research model for the study. This study is expected to contribute to the theory and advance our understanding of different mechanisms that job engagement, organisation engagement and job satisfaction can play in the relationship between internal communication and employee loyalty.

The Role of Leadership and Digital Transformation in Higher Education Students' Work Engagement.

Teaching and learning processes should be subject to continuous change due to the constant evolution of social, educational and technological environments, which ultimately results in higher levels of student engagement. The current paper describes the technological changes faced by higher education institutions as a result of digital transformation challenges. Further, transformational and transactional leadership styles' effectiveness is regarded within the context of higher education institutions' digital enhancements. Over time, these factors have led to contextual shifts that have disengaged students from learning and thus self-development. The current research aimed to examine how higher education institutions should apply different leadership styles within digitally transformed contexts so as to increase students' learning engagement and reduce the risk of failure in their future developments within (inter)national labor markets. Data gathering and analysis involved a qualitative approach: an online survey was distributed, resulting in 856 responses. Through structural equation modeling, the data revealed a valid higher education digital transformation assessment tool; the results also emphasize the increased role of transactional leadership, as opposed to the traditional transformational style, within a highly digitized higher education institutional framework. Consequently, the linear relationship of students' work engagement with leadership proved to also be enhanced by quadratic effects. The current study stresses the importance of internal and external peers in higher education performance through high levels of student learning (work) engagement through leadership and a uniformly developed digitally transformed higher education environment.

Investigating Cloud ERP Adoption in Australian Higher Education Institutions: A Case Study

Background: Some higher education institutions (HEIs) are constantly under pressure to deliver superior quality education services at low costs through deploying traditional on-premise systems. Cloud-based enterprise resource planning (Cloud ERP) presents an ideal opportunity to lower HEI costs in terms of scalability and pay-per-use features. Adoption of Cloud ERP is, however, still low for the context of HEIs. The successful adoption of Cloud ERP depends not only on the support of system providers but also on understanding Cloud ERP adoption from the client organization perspective. This study explores Cloud ERP adoption in the context of Australian HEIs. Method: This study adopted a case study methodology involving the in-depth semi structured interviews of several key stakeholders. Thematic analysis was used to analyze and interpret interview data. Results: Based on the case study, our findings suggest that this particular Australian HEI was subject to strategic, operational, technological, and financial motives originating from either internal or external locus. Most of the expected motives were realized, except the full flexibility of Cloud ERP. Four major challenges of Cloud ERP implementation were found. Conclusion: This study empirically investigates Cloud ERP adoption in HEIs by identifying the motives, realized benefits and challenges of Cloud ERP adoption, which bridges the research gap of this topic. This study could assist Cloud ERP providers to adjust their marketing strategies to promote the adoption rate of Cloud ERP in HEIs. Understanding the motives, challenges and benefits of IT adoption in HEIs facilitates judicious decision-making prior to selection and minimizes the possibility of the failure of Cloud ERP adoption.

Exploring the readiness of a Brazilian technological university during the COVID-19 pandemic

PurposeThe paper investigates the learning practices carried out by Higher Education Institutions (HEIs) in the transition from strictly face-to-face to remote teaching in response to the coronavirus disease 2019 (COVID-19) pandemic. It also analyses how these practices could be used as a baseline to support new perspectives on learning in the technological education field.Design/methodology/approachThe authors conducted a single-case study of a Brazilian technological university.FindingsThis study’s findings indicate that institutional planning and providing support to faculty and students were essential measures for a successful transition from face-to-face teaching to emergency remote teaching. Planning includes careful selection by the HEI of the tools that make a virtual learning environment and the strategies used to replace face-to-face teaching with emergency remote teaching. Our study points out the lessons learned during the pandemic. It presents guidelines for HEIs on how to prepare for a return to face-to-face teaching, embodying some learning dimensions such as synchronous or asynchronous, active or passive, individual or collective, and mediated or not mediated by information and communication technologies (ICTs).Originality/valueThe paper provides reflections on the four dimensions to support decisions to leverage learning in each educational institution. This paper's main contribution is that the concept of teaching and learning must be comprehensive and inclusive according to the particular HEI context.