University Leaders Research Articles

Optimizing university-industry collaboration mechanisms for engineering talent development in the nuclear power sector

In the context of the ongoing scientific and technological revolution and industrial transformation, the primary goal of engineering education is to develop innovative and skilled professionals who can address the evolving needs of economic and social development. The success of this endeavor is contingent upon the effectiveness of university-industry collaboration in creating robust talent cultivation models. This study identifies and constructs key elements of a safeguard mechanism for such collaborations, including laws, regulations, management systems, and operational frameworks. A survey was conducted among university and industry leaders engaged in cooperative projects within the nuclear power sector, revealing significant insights into the current state and deficiencies of existing mechanisms. Based on these findings, the study proposes targeted strategies and recommendations for enhancing the effectiveness of these collaboration mechanisms.

Making sense of generative AI for assessments: Contrasting student claims and assessor evaluations

The rapid growth of generative AI usage in higher education has left educators looking urgently for insights into student usage and guidance on good practice. This case study examines an experiential exercise involving 118 postgraduate management students at a UK business school, where students were asked to write a 500-word reflection on their use of AI for a 2500-word essay-style assessment. Using sensemaking as a theoretical lens, we compare students' claims with assessors' evaluations of students' AI usage. Our findings indicate that students predominantly use generative AI for writing, paraphrasing, and rephrasing, rather than for fostering critical thinking or engaging in the more advanced stages of sensemaking, a level achieved by only one-tenth of the cohort. The consistency between this study's findings and pre-generative AI research suggests that higher education has yet to adapt adequately in ways to integrate AI to mitigate, rather than exacerbate, current sector deficiencies. We call on university leaders to develop institutional strategies that allow for effective and responsible integration of generative AI, and on educators to develop students' critical evaluation and academic writing skills that build on generative AI's affordances, with several specific recommendations made in this article.

The stagnation of leadership in Catholic religious universities in Indonesia

This study demonstrated the connection between leadership and the underdevelopment of the Catholic Pastoral College (Sekolah Tinggi Pastoral Katolik (STPK)). This qualitative study was conducted in five STPKs located in Malang, Semarang, Pontianak and Medan. It involved leaders of four parties: (a) the Bishop; (b) the Directors of Catholic Education representing the Government; (c) members of the Ministry of Religious Affairs representing the Indonesian Catholic Church; (d) representatives of the management of the Colleges alongside teachers. Data was collected via Google forms, focus group discussions, and in-depth interviews with the Bishop, government, chairperson and foundation of STPK. The research findings revealed that: the elements of leadership are ineffective and lack coordination and cooperation with bishops and the government; the cultural influence of the Catholic hierarchy is strong; an effective pattern of communication relations is not established; and human resources are not yet professional. This report advised that a higher education commission be established to facilitate the formation of a collaborative task force to address critical challenges and ensure that STPK remains adaptable to changing times. Thus, the efforts and aspirations to transform STPK into a high-quality and competitive educational institution take shape.

Коммуникативные аспекты педагогического взаимодействия научных руководителей с аспирантами и адъюнктами

Introduction. Communicative strategies of pedagogical interaction of scientific supervisors with graduate students and adjuncts are important for the successful training of scientific and scientific-pedagogical personnel. The identification of the most difficult points of scientific leadership will contribute to improving the quality of training for applicants for scientific degrees. The purpose of the study is to identify the opinions of scientific supervisors on the organization of pedagogical interaction in the conditions of postgraduate and adjunct studies. Methods and materials. A study was conducted to identify the opinion of scientific supervisors on the organization of pedagogical interaction with students. In the survey took part 52 doctors and candidates of (military, technical, pedagogical, medical, economic, legal, chemical, biological, etc.) sciences of four universities in Ryazan, who train highly qualified personnel in postgraduate and adjunct programs. The results of the study. The novelty of the conducted research lies in the identification and analysis of the opinions and assessments of scientific supervisors characterizing the communicative strategies of pedagogical interaction. The theoretical significance lies in enriching the methodology and technology of vocational education in terms of improving the work of scientific supervisors in graduate and adjunct studies. The practical significance lies in the possibility of using the research results to improve the quality of training of scientific supervisors at a modern university. The prospects for further research lie in the scientific justification of ways to improve the effectiveness of scientific leadership in civil and military universities.

Analisis Kepemimpinan Transformasional pada Perguruan Tinggi Swasta di Kota Sungai Penuh

This study aimed to analyze the application of transformational leadership in private colleges in Kota Sungai Penuh. This study is a qualitative descriptive analysis based on observations in the field. One of the elements, including leader election is carried out by the foundation. The findings show that there has been a synergy between the foundations and the college. The college leaders in Kota Sungai Penuh has also applied the seven factors of transformational leadership characteristics. However, two elements of transformational leadership were not implemented well: idealized influence and inspirational motivation.

NAKHE Leadership Mentor Program: An Opportunity for Inter-Institutional Exchange in Kinesiology

ABSTRACT College leadership in the 21st century is incredibly difficult, and leadership in Kinesiology can be rather complex in some departments. Mentoring is an important part of success in any leadership role, and individuals who receive mentoring typically outperform those who do not receive it. The National Association of Kinesiology in Higher Education (NAKHE) has an innovative and impactful initiative in place that focuses on mentoring for success in academic leadership: the Leadership Mentor Program. The Leadership Mentor Program is designed to build inter-institutional mentoring and networking between university Kinesiology departments and to increase aspiring administrator’s understanding of the job requirements of a Kinesiology administrator. Given the challenging environment in higher education today and the need to continue to examine exemplary models of leadership mentoring, the purpose of this paper is to: (a) outline contemporary challenges in academic leadership in general and Kinesiology specifically; (b) discuss some of the types and benefits of mentoring, with a focus on inter-institutional mentoring, (c) describe our experiences with the NAKHE Leadership Mentor Program from the perspective of the mentor and mentee; and (d) recommend possible future experiences for this program so as to guide individuals who are interested in pursuing this opportunity.

Data-Driven Insights for a Holistic Understanding of Research Culture

Research environments (and their measurement and tracking) are becoming increasingly complex, with rapid Artificial Intelligence (AI) advancements, interdisciplinary collaboration, and global connectivity shaping the way research knowledge is created and disseminated. Within this dynamic landscape, universities hold an ever increasing collection of valuable data, which are stored within core operational systems including research information systems, research management systems or grants databases, human resource systems and course management systems. This treasure trove of information, often overlooked and underutilised, not only serves as a valuable tool in guiding strategic decisions, but also could be further used to provide a comprehensive approach to monitoring research integrity and culture. This critical reflection follows extensive conversations and debates around defining and assessing ‘research culture’. How can we possibly measure something that has, up until now, been viewed as merely a concept? How can we generate useful metrics that reflect the culture of a research institution? Our reflections will draw attention to the potential of leveraging readily accessible information to gauge and benchmark research integrity and culture practices. We discuss how regular habitual integration of these data sources enables continuous monitoring and measurement of research culture as well as the ability to assist in the assessment of interventions or initiatives designed to improve it. We reflect on how this approach ensures that University leaders have a consistent and up-to-date understanding of the research environment through which they can identify strengths, pinpoint areas for improvement, and cultivate a more robust, inclusive, and transparent research ecosystem. The current paper, through illustrative examples from one UK-based institution, explores the potential in harnessing existing data, such as collaborative trends and prevailing research practices, to gain valuable insights into the dynamics of academic research. In addition, we explore the advantages and drawbacks of using this data to develop potential metrics that can be used to recognise and reward a healthy research culture.

Building a Sustainable Future: Investigating the Role and Contributions of Higher Education Institutions Instructors in Promoting Social Sustainability—Empirical Evidence from Ethiopia

The need for social sustainability through education is greater than ever. Despite numerous studies on this topic, there is still a gap in the research on the role and contribution of public higher education instructors in social sustainability. To address this, the researchers of this study conducted a study on the contributions of instructors in public higher education to social sustainability in Ethiopia. The study aimed to provide evidence for policy briefs and guide public universities. A quantitative method was employed, and the reliability of the structured questionnaire was tested using Cronbach’s alpha. The data were analyzed by descriptive and inferential statistics. The findings revealed that 62.9% of instructors contributed to social sustainability, with significant predictors identified at 5%. Research and applied university instructors were 3.36 and 2.20 times more likely, respectively, to contribute compared to comprehensive universities. Furthermore, the results indicated that females were 0.64 times less likely to participate compared to males. Instructors who were optimistic about research implementation were 4.9 times more likely to engage, and those indicating “probably yes” were 18.5 times more likely as compared to the reference category. Educators involved in multiple roles were 0.13 times less likely to contribute than those focused solely on teaching. Ethiopia’s Ministry of Education and university leaders should support female teachers and master’s-level faculty at applied and comprehensive universities.

Harnessing the diaspora advantage

As Africa strides towards attaining Sustainable Development Goals (SDGs) and Agenda 2063 for inclusive development, harnessing both internal and external expertise is crucial. Yet, the continent's vast, highly skilled diaspora remains largely sidelined in education systems and knowledge economies. This paper explores the lived experiences of the African diaspora including professionals, innovators, entrepreneurs, and African stakeholders, including academics, university leadership, policymakers, and business leaders, using the coloniality lens to develop a framework for equitable and inclusive diaspora knowledge democracy. Data collection involved interviews with 25 diaspora professionals and 15 African stakeholders. Findings revealed a complex interplay of factors which constrain equitable and inclusive diaspora knowledge democracy which promotes diaspora contribution to Africa’s development. However, both groups expressed a strong commitment to Africa’s progress. The paper proposes a framework for collaborative approaches for dismantling colonial dividers through policy supported by building blocks such as incentives and support, knowledge exchange, engagement channels, and impact reviews. By positioning the diaspora as equitable knowledge democracy partners, Africa can accelerate research translation and fuel sustainable growth.

Using Importance-Performance Analysis for Measuring University Reputation and Setting Priorities

This study aimed to measure the university reputation using the importance-performance analysis (IPA) to determine the strengths and weaknesses in the aspects of the university reputation from the students' point of view and to identify the priorities for improvement based on the priority index. Data were drawn from a sample of 354 students through a questionnaire. The results indicated that many of the areas that require more focus and resource allocation, which are the quality of education, the efficiency of the faculty, community service projects, and the provision of educational resources and equipment, The results of the Priority Index presented the most pressing areas that the university leaders should deal with immediately to improve their university reputation. This study contributes to the theory of marketing for higher education by introducing IPA as a useful quantitative tool used in higher education research to measure the reputation of universities and set priorities. Keywords: Organizational Reputation, University Reputation, Importance-performance Analysis (IPA), Measuring University Reputation, Improve Reputation

First things first: measuring French Medical schools’ deans motivation to engage in smoke-free campus

Abstract Smoke-free campuses (SFC) prohibit smoking and vaping on all university grounds and for all users. Around a hundred of papers was published on that topic revealing how they reduce initiation and increase smoking cessation among students. Whereas it is key for the success of all project, including SFC, very rare research has investigated attitude of high-level leaders of universities toward SFC, their perceived barriers and motivation to adopt it. To fill this gap, we interviewed deans of medical schools in France, where SFC are limited. In-depth individual interviews were conducted on 31 deans and two associate-deans (representing 31 out of 35 French medical schools). Questions rose knowledge of SFC, perception of this measure, self-role to play and other factors influencing implementation. We targeted medical schools because they train future prescribers of smoking cessation, and can act as a model for policy dissemination to other schools. The 23 hours of interviews were analyzed using thematic analysis with Nvivo14. Regarding diffusion in 2023, only one medical school had a SFC, six were implementing it, 23 had no SFC and one abandoned it. 28 held positive attitudes towards SFC, explained by its impact on health and the mission of medical schools. Most of them considered SFC feasible with resources and engagement of students. Identified barriers were competing priority, lack of funding and of support from users and risk of stigmatization of smokers. A majority of deans thought they had a role to play in initiating, promoting and moderating the policy. SFC are recommended by the WHO but there is important room for improvement for their diffusion in France. Yet, a majority of deans we interviewed appeared motivated to adopt it. Solutions to encourage them and overcome barriers must be found. Key messages • Diffusion of SFC among medical schools remains limited in France. • Deans’s positive attitude towards SFC bring hope for a better diffusion of SFC among French universities.

Strategi Manajemen Konflik Dalam Meningkatkan Kinerja Dosen Di Perguruan Tinggi

This study aims to analyze effective conflict management strategies in improving the performance of lecturers in higher education. Workplace conflicts often affect productivity, teaching quality, and job satisfaction among lecturers. Using a descriptive qualitative approach, this research examines how strategies such as mediation, open communication, and collaboration can create a conducive working environment. Data were collected through in-depth interviews with lecturers and university leaders, as well as observations and document analysis. Data analysis was conducted using triangulation. The results show that effective conflict management strategies can improve lecturer productivity, enhance the quality of peer interactions, and foster workplace innovation. Well-managed conflicts not only reduce tension but also increase job satisfaction and motivation.

Rethinking Pedagogy in Higher Education Amid Turbulent Times

Global challenges (labour market expectations, digital technology, the massing of higher education) are constantly changing the way higher education is managed. Responses to change can be planned. Responses from higher education stakeholders can be interesting and instructive for other institutions, as these examples can be incorporated into their own responses. The purpose of the study is to present the top-down ped- agogical reform process that started in 2019 at the University of Public Service in Budapest. Although initiated by the university’s educational strategy, its implementation depends on the teachers who have actively created innovative pedagogical spaces that ensure sustainability. These innovative spaces include training sessions for teachers, workshops, thematic discussions on teaching methodology, methodological publications, research and the annual Innovative Department Award. The stages of the process and the results and challenges of each stage were documented using a case study method. The description helps to illustrate how a process of pedagogical reform, with which the university leadership’s goal is rapid, systemic change affecting the work of hundreds of teachers, can be developed and sustained on the basis of commitment from teachers and institutional determination.

Working on scorched earth: Contemporary risks of higher education leadership critique through autoethnography

ABSTRACT Organisational autoethnographers in higher education weave compelling stories to connect their personal experiences to phenomena, often to illuminate or challenge extant norms in the culture and leadership of universities. While much has been written about the strengths and limitations of this method, there are emerging risks that may be poorly understood. While some autoethnographies in higher education have already led to unfavourable professional consequences, the growing prevalence of non-disparagement clauses in higher education employment contracts and separation agreements, and the surge in civil defamation action in society more broadly, may pose significant risks for researchers in this space. This research article blends autoethnography with consideration of these emerging risks, and while there is a focus on implications for Australian academics, these risks are not unique to this context, holding international relevance. Scholars may need to liaise with university policy makers and legal professionals to develop a best practice model for autoethnography that can enable researchers to be open about their experiences without fear of reprisal. Where overarching codes, models or policies exist that have nationwide buy in, universities may need to be brought to account to engage more sincerely and comprehensively with them.

Enabling university and regional conditions to create a thriving entrepreneurship ecosystem

ABSTRACT Can higher education institutions (HEIs) create conditions for a thriving entrepreneur ecosystem? This study analyzed HEIs’ innovation output and measured university leader (UL) perceptions and attitudes toward innovation and entrepreneurship ecosystems (EE) by examining medium-sized HEIs with $200 to $300 M in research expenditures located in cities with a population of 250,000 to 500,000 to determine potential gaps in developing entrepreneurs and spurring start-up opportunity. A mixed-method design investigated HEIs’ innovation by building on existing frameworks to identify common attributes of an EE. Given the complexity, challenges, and underdeveloped literature associated with EEs, this article tested a proposed framework for ULs, scholars, practitioners, and policy makers to inform decisions for increased innovation output and start-up creation. The results provide practical recommendations on how leaders can create conditions to spur continued innovation and entrepreneur opportunity for organic start-up growth and economic development.

The Influence of University Dean’s Teaching Leadership and School Organizational Climate on Physical Education Teachers’ Teaching Efficacy in Selected Universities in China

This study uses the questionnaire method to analyze the influence of university deans' teaching leadership and school organizational climate on teachers' teaching efficacy. The conclusions are as follows: Teachers' teaching efficacy has different levels under different background factors; Principal's instruction can promote teachers' teaching efficacy; The learning and teaching atmosphere in school promote teachers' teaching efficacy. Orderly management is the premise of good school organization atmosphere. It is suggested that teachers should strengthen their confidence in education and teaching, and actively improve their teaching skills and professional qualities. It is suggested that school administrators should pay attention to cultivating teachers' team spirit and establishing a harmonious and friendly interpersonal atmosphere.

Exploring the Link between Transformational Leadership and Teacher Innovation

Transformational leadership is a shared belief between academic leaders and their followers. Studies support the significant and progressive influence of transformational leadership behavior on academic followers, especially teachers. The close relationship between transformational leadership in the university and teachers’ organizational commitment paved the way for a proposed theoretical analytical model to understand how university leadership affected teachers’ organizational commitment. The technological demand, the innovation of teachers, and transformative leadership in the educational system are also faced in China. In the university context, Chinese university professors’ innovative work behavior is found to be directly linked to their transformational leadership and trust. For this reason, the study on transformational leadership and innovation was conducted for its influence on the university teachers’ enhancement plan in China. Through quantitative descriptive comparative design, the evaluation, experiences, and behaviors of university teachers across different areas of specialization were compared between transformational leadership and teacher innovation. This study was anchored on the elements of transformational leadership theory specifically the intellectual stimulation element of transformational leadership theory which was focused on innovation. Results revealed that teachers’ assessments regarding perceptions of transformational leadership “expects excellence” was more evident than “respect others.” While teachers’ innovative work behavior was generally average, teaching content was viewed as most favorable, and challenges/issues were the least. Since transformational leadership was positively correlated with the assessment of the innovative work behavior of teachers, recommendations were noted in designing the enhancement plan for university teachers to strengthen the link.

Sustainable Development Goals for Developing Malaysia Madani: The Impact of Gender and Residential Area on Student Leadership, Citizenship and Democratisation in Islamic Universities

Introduction: The impact of gender and residential area on student leadership, citizenship, and democratization in Malaysian Islamic universities is a key but underexplored area within the Sustainable Development Goals for advancing the Malaysia Madani agenda. Objective: This study aims to assess how gender and residential area influence student interactions in leadership, citizenship, and democratization activities in Islamic universities. Theoretical Framework: The framework suggests that student gender and residential area may affect their involvement in leadership and civic engagement, exploring the relationship between these factors and student participation. Method: Data was collected from 593 randomly selected students across three Islamic universities using questionnaires. Analysis was conducted using SPSS version 26, with T-tests comparing groups by gender and residential area. Results: No significant gender differences were found in leadership and citizenship, though females rated slightly lower in democratization. Urban students outperformed rural students in democratization, with no major differences in leadership or citizenship by residential area. Implications: These findings can inform policies that promote equitable and inclusive educational experiences in Malaysian Islamic universities. Originality/Value: This study uniquely examines the influence of gender and residential area on student leadership, citizenship, and democratization in Islamic universities, filling a research gap and offering insights for shaping inclusive educational policies.

Transformational Leadership and Non-Teaching Staffs’ Job Satisfaction in Selected Private Higher Educational Institutions

To better enhance the competitiveness of private colleges and universities, especially in the case of fewer and fewer students, the soft power of human resources is particularly important. Thus, research on private colleges and universities is of great significance to promoting the development of higher education in Sichuan and even the entire western region. The research found that the job satisfaction of employees was closely positively correlated with the four aspects of transformational leadership (idealized influence, inspiration motivation, intellectual stimulation, and individual consideration), and the needs for transformational leadership were different for different educational levels, age groups, and professional titles. The study showed that the higher the educational level and professional title, the stronger their demand for transformational leadership, and vice versa; in terms of age and years of work, the older and longer the staff had, the lower their demand for transformational leadership and the lower their scores. They had a fixed mindset and were more inclined to a stable leadership style. On the other hand, the study found that the job satisfaction of administrative staff was significantly affected by leadership style, that is, they had a significant correlation, among which relationship satisfaction had the highest correlation, followed by satisfaction with the environment and welfare, and then the satisfaction with personal growth and progress. The lowest correlation was the satisfaction with the work itself. This is mainly because transformational leaders have a sense of responsibility, motivate and inspire employees, guide employees, and pay attention to the balance between work and life, which evaluates various standards relatively high. The research results are helpful to promote the improvement of transformational leadership in private universities, and then improve employee satisfaction.

Entrepreneurial University governance: The case of a Cooperative University

AbstractThis article presents a case study of the Cooperative University of Mondragon to explore the intricate processes through which higher education institutions (HEIs) adopt an entrepreneurial university (EU) framework across their three core missions: teaching, research, and community outreach. Using a qualitative research design, this study examines the organizational strategies that Mondragon University’s engineering faculty (MGEP) employs to embrace entrepreneurial behaviors (EBs), specifically by building on its peculiar cooperative governance model. The findings shed light on how MGEP, as a prominent example, leverages a long-term vision that centers its decision-making processes on entrepreneurship and the management tools and governance elements that favor collective participation and intrinsic motivation. This research advances our understanding of the evolving landscape of higher education and its entrepreneurial drift in the following ways: (1) by addressing the need for further exploration of governance in EUs; (2) by complementing existing studies on the role of university leadership in the adoption of EBs; and (3) by identifying strategies to overcome inherent barriers within large organizations that impede universities from being entrepreneurial. Overall, this study offers practical implications for the adoption of EBs in HEIs.