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Recognising the pivotal role of teacher wellbeing in fostering teaching excellence, this paper explores the intricate relationships in the context of higher education. Employing an abductive, qualitative methodology and expanding the use of the PERMA framework to in the realm of higher education, this paper investigates the associations between teachers' perceptions of excellence to five elements of wellbeing: positive emotions (P), engagement (E), relationships (R), meaning (M) and accomplishment (A). Drawing insights from a case study of an Australian business school, the findings of this paper reveal dynamic interactions among these elements. Contextual variations give rise to virtuous or vicious cycles, allowing for the facilitation or degradation of both teacher wellbeing and teaching excellence. This underscores the interplay between the dimensions of teaching quality and wellbeing of educators in higher education, shedding light on the potential cyclical influences that can either bolster or undermine the symbiotic relationship between teacher wellbeing and excellence. [ABSTRACT FROM AUTHOR]

Despite the gendered rebalancing of enrolments in higher education (HE) in the West, the underrepresentation of women in science, technology, engineering and mathematics (STEM) disciplines persists. Gendered selectivity of field of study influences higher education student migration (HESM) and in turn sheds light on HE participation. Framed by gender intersectionality theories both in HE studies and migration scholarship, this paper uses innovative data to analyse the intersectional effect of gender and field of study on HESM in Canada. Based on Statistics Canada's postsecondary student information system for the 2019/20 academic year, Canadian interregional flow matrixes structured by gender, field and level of study are constructed and analysed. The results show compelling evidence of the influence of gendered differences in HESM when intersected with field and level of study. Notably, women pursuing STEM studies migrate significantly more than any other grouping (i.e. gender, field and level of study groupings). The paper concludes with a discussion of policy implications for the influence of HESM on community demographic make‐up and local labour markets, as well as future research including the need to understand gendered dimensions of migration intentions and motivations. [ABSTRACT FROM AUTHOR]

Mergers in higher education are large‐scale, complex organisational change processes seeking to integrate former independent institutions into a new organisational entity. Mergers are often justified by reference to broad overarching goals such as quality, relevance, and efficiency. In practice, mergers entail attempts at organisational integration which can be inhibited by several obstacles, increasing and large internal distances can be such a hindrance to integration. In this paper, we explore how different forms of distance to leadership in the context of higher education can be conceptualised, and how experiences of different forms of distance interrelate. This paper shows that geographical distance can also mask other conceptualisations of distances and that geographical distance can also interact with other forms of distances. The empirical basis consists of data from a large‐scale research project addressing the organisational transformations taking place in Norwegian higher education due to mergers between 2016 and 2017. [ABSTRACT FROM AUTHOR]

This paper focuses on two aspects of gender inequality in Irish higher education: inequality in participation by gender and inequality of performance by gender, institution and subject. We use a rich set of data from the Higher Education Authority of Ireland which detail inter alia enrolment in institutions of higher education—Universities and Institutes of Technology—and record the class of degree received by graduating students, by subject and gender. The first aspect was the participation of women. Although more women enrolled as full‐time undergraduates in universities than did men, the reverse was the case in the Institutes of Technology. This had much to do with the subject structure of universities vis‐à‐vis the Institutes of Technology in tandem with the subject preferences of women and men. The second issue was inequality in performance. A major conclusion of this paper is that after enrolment there was little difference between the success rates of women and men in receiving first‐class degrees in the different subjects but there was considerable difference between the institutions. [ABSTRACT FROM AUTHOR]

This paper shows how the leading Higher Education Institutions (HEIs) in the UI GreenMetric World University Ranking communicate their environmental sustainability policies through their websites. Specifically, this paper analyses the presence of sustainability‐related sustainable development goals on the websites of the top 100 universities in the UI GreenMetric World University Ranking (2021). In the area of university social responsibility, sustainability is less commonly communicated, hence the need to delve deeper into the presence of these messages, carrying out a descriptive study using content analysis as a form of data extraction. The conclusion is that neither position in the ranking nor geographic area are decisive for developing better communication about sustainability. In terms of content, sustainability features on the websites are in three key dimensions of the communication of HEIs worldwide (Climate change, Efficiency of sustainable cities and communities and Striving for peace and justice). Thus, the areas for improvement are around the positioning of this sustainability‐related content on their home pages, improving location and format (especially video). Moreover, reinforcing reputational messages, through plans or programmes, as well as improving engagement working on the multi‐directionality to other social media, is required. [ABSTRACT FROM AUTHOR]

This paper seeks to illuminate new perspectives on the concept of crisis in globalised higher education (HE) by focusing on knowledge generated by doctoral research. Doctoral research is a significant part of research and knowledge building in HE, particularly in science, and doctoral students contribute to the research capacity and knowledge building of institutions. This source of knowledge offers alternative perspectives on crisis in HE, providing a rich source of research which is often under‐consulted. Using the British Library's digital repository EThOS, a collection of around 637,000 doctoral studies carried out in British universities, the research harnesses Generative Artificial Intelligence approaches in order to analyse the ways in which crisis is defined and constructed in doctoral research since 2000. Through a pilot study using a prototype of a new AI tool, the paper offers both conceptual and methodological insights into constructions of crisis in this under‐used field of research. [ABSTRACT FROM AUTHOR]

A crisis constitutes a catalyst for rethinking academic responsibilities in societies facing a major threat. When a crisis escalates, such rethinking moves to the centre of both academic and social discourses, resulting in scrutiny, as well as synergy of scholarship and citizenship. Delving into the existential threats faced by Ukrainian scholars during the genocidal campaign unleashed against their country by Russia in 2022, this paper re‐examines academic citizenship in times of war. The interviews analysed in this paper contribute to identifying synergies between scholarship and citizenship, and unpacking a collective agency shaped by crisis. Once peripheralized by neoliberal universities, academic citizenship is acquiring new meanings, while it reframes communal obligations and repositions professional duties in view of the life‐and‐death choices brought on by the war. [ABSTRACT FROM AUTHOR]

This paper addresses the perceptions and mechanisms of doctoral student job decisions regarding the pursuit of careers in the government sector in China. Through the lens of social cognitive career theory (SCCT), we analysed 30 semi‐structured interviews that had been conducted with doctoral students from two prestigious Chinese universities who wish to work as civil servants. This study describes doctoral students' understanding of careers in government employment from the perspectives of work content, promotion channels and professional norms. The mechanisms influencing student career choices include personal goals, self‐efficacy, outcome expectations and environment. The clear goal of political ambition and work–life balance directly drives doctoral students to choose government institutions for employment. The diploma signal of doctoral degree itself and academic training give doctoral students a high sense of self‐efficacy, which is necessary for their choice of employment in the government. Occupational safety, occupational benefits and occupational value constitute the expectations of positive outcomes providing doctoral students with good feedback. In the current environment, the labour market situation and the impetus of universities combine to form a push force and the preferential recruitment policies of the state form a pull force, which jointly promote doctoral students to make decisions to work in government sector. In this paper, the fact that the Chinese government introduced the 'special selected graduates' scheme for doctoral students from prestigious universities in hope of recruiting intellectual elites to improve the quality of civil servants and the modernization level of social governance. Universities encourage PhD graduates to enter the government, hoping that this would enhance their social influence and reputation, thereby safeguarding their status as prestigious universities. From an institutional perspective, the process of doctoral students becoming civil servants can be said to be a form of cooperation between the government and universities. [ABSTRACT FROM AUTHOR]

The globally expanding doctoral education and the diminishing availability of academic job opportunities have prompted an increasing proportion of PhD graduates to seek employment beyond academia, drawing a growing scholarly interest. However, the existing literature on doctoral career pathways tends to be fragmented and dispersed, given the idiosyncratic individual and educational characteristics of doctorates grappling with the complex structural factors. To depict a comprehensive picture of the diversifying employment trajectories of doctorates across various geographical, disciplinary and sectoral contexts, this study conducts a systematic review, scouring 831 pertinent journal articles from the Web of Science. Following a set of inclusion criteria, 31 papers were ultimately selected to identify the key factors shaping employment trajectories of PhD graduates at structural (national supply and demand), institutional (employers' perceptions) and individual (doctorates' characteristics) levels. Drawing on the boundaryless and value‐based career theories, the authors develop a four‐dimension analytical framework, within which the findings of the 31 papers in East Asian and Western contexts are analysed. Overall, stakeholders in Western systems generally recognise the trend of PhD graduates securing non‐academic employment, whereas East Asian nations appear less receptive to this agenda. Meanwhile, due to their strong emphasis on research skills utilisation and employment stability, PhD graduates in certain economies find it challenging to pursue satisfying and successful careers, warranting increased attention. Building on the findings, we propose a four‐quadrat model in an effort to provide a tool for evaluating the capacity to absorb doctoral workforces of specific systems by categorising the doctoral professions. Highlighting shared patterns observed across various higher education systems and distinct trends prevalent in specific economies, this paper addresses key topics in doctoral education and doctorate employment literature such as labour market conditions, employment outcomes, job satisfaction, skills (mis)matches and sustainable careers. [ABSTRACT FROM AUTHOR]

Drawing on interviews with nine PhD students and twelve PhD graduates from a research university in Taiwan, this paper explores students' motivational profiles for pursuing a PhD at a time when that degree is increasingly decoupled from academic employment. Using self‐determination theory as a conceptual lens, the paper identifies common enrolment motivations in the PhD crisis era. Amidst the doctoral enrolment crisis in Taiwan, where the traditional employment path for PhD graduates (i.e., academia) is more of a mirage than a reality, the motivations of students to pursue a PhD do not differ much from those found in the literature concerning the era of PhD expansion. Two typical motivational profiles are predominant, one dominated by the accumulation of career advantages and the other by the search for personal growth. The findings show that the first profile tends to be on the minds of most students. The second profile tends to be adopted by those who have few career concerns or those who have a greater need for self‐improvement. We also find that these motivations have unique nuances, meanings and consequences for universities and doctoral education in the PhD crisis era. [ABSTRACT FROM AUTHOR]

Higher education seems to be in a perpetual state of ‘crisis’. The many hundreds of books and papers containing this specific, or other relevantly similar expressions, convey a sense of fear and angst. Yet, what are these various crises about, and which values and beliefs are seen as threatened or ‘under attack’? This paper will provide an analysis of the ‘crisis’ literature and identify four major crisis themes – massification, marketisation, restitution and geopolitics, linked to their ideological basis and influences—including meritocracy, liberalism, restorative justice, and justice globalism. The second part of the paper analyses the massification crisis in Britain between the 1940s and the 1970s as a case example identifying how the principles of a meritocratic society played an influential role in the debate. It will be argued that the notion of ‘universities in crisis’ needs to be understood critically in terms of ideology and historically via the shifting and reshaping of such beliefs over time. [ABSTRACT FROM AUTHOR]

The purpose, aim and goals of higher education itself have been discussed and researched in the context of massified and marketised higher education in Germany, with a focus mainly on higher education national policies or the view of faculty staff. By shifting the perspective instead to the students, this article asks what higher education means to them nowadays. This study is based on 95 interviews with German graduate students from three disciplines (i.e. business administration/management, medicine and musicology) and it offers a typology of what students understand as the purpose of higher education. Six types were reconstructed from the empirical material, along three main lines of higher education's purpose (i.e. occupational, personal and societal). This paper also shows how the chosen discipline becomes more salient for the student's perception of higher education purpose than their social background. This questions previous research that found strong ties between instrumentalism and social background in higher education. This paper also demonstrates that social differences do matter in their egalitarian or elitist variation of understanding within non‐instrumentalist types. Overall, this study illustrates how heterogenous contemporary higher education purpose has become, which mirrors a further general differentiation in higher education. [ABSTRACT FROM AUTHOR]

How do a university leader's publication patterns change after appointment? Until now, few studies have examined whether administrative burden has a significant effect on a leader's publication patterns. This study seeks to evaluate changes in individual publication patterns in relation to academic productivity and increased administrative load. The main expectation is that rectors opt for collaboration instead of publishing single‐authored papers. The analysis of publication data on Russian rectors demonstrates that: (1) a rector's academic productivity is significantly positively related to the share of single‐authored papers and papers in inter‐organizational co‐authorship; (2) every additional year in office adds to the share of co‐authored papers and impedes a yearly increase in article numbers; and (3) previously high individual productivity has a mitigating effect on an increasing share of institutionally co‐authored papers. The results suggest that administrative burden induces changes in collaboration patterns of university leaders. [ABSTRACT FROM AUTHOR]

Although an increasing amount of research has focussed on the relationship between student language proficiency and English‐medium instruction (EMI) programme outcomes, there has been little focus on the broader assessment of progress and learning within EMI programmes, especially in Asia. The purpose of this study was to determine the kinds of programme assessments used throughout all stages of full‐degree EMI programmes in Japan. Our inquiry examined the benchmarks currently in place to measure content knowledge, language proficiency and academic skills competence in undergraduate EMI programmes. Data were collected from 13 universities in Japan with well‐established EMI degree programmes. In this paper, our findings are explored primarily in a qualitative and holistic manner, weaving the results of our survey together with the extant literature on the topic and our lived experiences as teachers in EMI programmes in Japan. Embedded in this conversation are evidence‐based suggestions for improved practice in EMI programmes in Japan. [ABSTRACT FROM AUTHOR]

This paper explores the concept of the university remote metropolitan branch campus (RMBC). Drawing on approaches used to frame international branch campuses, it proposes a first definition for an RMBC, distinguishing it from a wider group of domestic 'Satellite Campuses' that includes multi‐campus universities within regions. Using interviews with 10 RMBC directors in London, it explores motivations for their creation and approaches used to organise and resource these ventures, as well as to attract and teach students. It concludes that the dominant reasons for creating RMBCs relate to financial diversification, reputation, reach and business engagement, but that in some cases the repositioning of an RMBC has been strategically reactive in response to external changes in its operating environment. Whilst there is evidence for a range of organisational models amongst London‐based RMBCs, there are key commonalities around the students attracted, the programmes offered and approaches to teaching and learning. RMBCs in London are growing and thriving, but face challenges from market entrants and uncertain future UK Government policy. [ABSTRACT FROM AUTHOR]

Remote or online proctoring (invigilating) is a technology primarily used to improve the integrity of online examinations. The use of remote proctoring increased significantly as the world switched to online assessment during the COVID‐19 pandemic. Remote proctoring received negative media attention, including concerns about user privacy, discrimination and the accuracy of automated systems for detecting and reporting cheating. However, it is unclear whether these media concerns fully reflect the experiences of students. Online assessment offers a number of potential advantages to learners and education providers, and it seems likely that it is here to stay. It is essential to fully understand the learner experience of remote proctoring, with a view to ensuring it is as effective as possible while meeting the needs of all stakeholders, especially those being proctored. We undertook a scoping review of research into the student experience of online proctoring, with a pragmatic focus, aimed at developing guidance for higher education providers, based on the student experience. We reviewed primary research studies which evaluated the student experience of the use of remote proctoring for summative assessment in Higher Education. We used the Education Research Information Center database (ERIC) and Google Scholar. 21 papers were identified, from which the positives and negatives of the student experience were extracted, along with the main recommendations from the research. These were then synthesised into a series of summary recommendations by thematic analysis, by a team of researchers that included students and academic staff. We found that student experience was largely negative, influenced by concerns over privacy, technological challenges, fairness and stress. Recommendations were to include the student voice in decisions about how and why to use remote proctoring and limiting the use of remote proctoring. Working with students as partners and limiting the use of remote proctoring where possible, are key to ensuring a positive student experience. [ABSTRACT FROM AUTHOR]

This article broadens the knowledge about the experience of academics in relation to how the internationalization of research has changed in a southern country and tensions that have risen depending on the different disciplines. This work resulted from interviews and documentary data collected mainly through semi‐structured interviews with 57 administrators (including University rectors, provosts, vice‐rectors and deans from multiple disciplines) who had been involved in developing the research strategies. Findings suggest that trends between disciplines differ notoriously. Publishing in foreign countries is more likely to happen to academics from hard sciences. Social sciences and humanities' research activities are often performed in books and book chapters. This translates into an initial disadvantage for social sciences in terms of internationalization since the result of their work is often less visible abroad than scientific indexed papers. This difference might be problematic if used as an indicator of academic productivity and recognition without considering disciplinary differences, especially in countries where research capacities and internationalization are still under development. [ABSTRACT FROM AUTHOR]

The steady increase of chief executives' compensation in both public and private universities has long been at the centre of public debate and has received a lot of criticism in the UK. As higher education is considered as an industry, a pay for performance relationship is expected. This paper differs by demonstrating that UK Vice Chancellors consider incentives other than remuneration in their career progression. By constructing a comprehensive dataset of UK Vice Chancellors covering academic years 2012/2013 to 2016/2017, we demonstrate that UK university chief executives, especially if young, are willing to accept lower salaries when they interpret their role as a springboard for visible high‐profile positions in the public arena. [ABSTRACT FROM AUTHOR]

The Western‐style internationalisation of Russian universities, which guided the evolution of the country's higher education sector for over three decades, has been challenged by Western sanctions following the 2022 Russian 'Special military operation in Ukraine'. The authors show through the prism of constructivist theory how the norm on the internationalisation of higher education characterised by the strive for Westernised world‐class universities was adopted and then came to unravel in Russia. A qualitative case study based on 42 expert interviews and an analysis of political discourse and legal documents reveals how the key features of the internationalisation of Russian universities are being challenged. The authors contribute to the expert literature the notion of 'norm reversal', defined as the process whereby an institutionalised and internalised international norm is 'cancelled' in a specific country. The paper shows that the reversal in Russian higher education, which was initially 'circumstantial' is becoming 'intentional', with legal documents being drawn up to accelerate and claim ownership of it. [ABSTRACT FROM AUTHOR]

Workplace bullying is a widespread phenomenon within Higher Education Institutions (HEIs). Employee tendency to remain silent is one of the most common reactions to workplace bullying. Yet, employee silence in the context of workplace bullying is poorly studied. Building on the Conservation of Resources Theory (COR) and the Learned Helplessness Theory (LHT), this study investigated employee reluctance to take action when witnessing workplace bullying (employee silence). The sample comprised 560 employees working in 20 HEIs in Ireland. Respondents filled out a survey measuring employee silence, victimisation, and team psychological safety. Results showed a negative association between team psychological safety and employee silence, indicating a reluctance to report bullying among respondents with low levels of team psychological safety. In line with the COR and the LHT, a positive association was found between victimisation and employee silence. The paper concludes with a discussion of possible actions for bullying prevention in HEIs. [ABSTRACT FROM AUTHOR]

This article contributes to the growing evidence based on well‐being in doctoral study. It draws on 35 qualitative, in‐depth interviews to explore how the well‐being of an understudied group—working doctoral student mothers—is affected when undertaking part‐time PhDs. While there is a growing literature on the research student experience and an increased awareness of mental health issues in doctoral study, there has been little exploration of the experiences of part‐time PhD students. Moreover, this is particularly true of mothers undertaking doctorates on a part‐time basis. The experiences of this sub‐group of research students constitute the gap to which this paper responds. It explores the consequences of having to straddle a number of competing domains and examines how the gender role conflict, marginalisation and lack of support experienced by doctoral student mothers impact their psychological, physical and social well‐being. The article concludes with a number of recommendations that institutions may wish to consider. [ABSTRACT FROM AUTHOR]

Sustainability action at universities is complex and requires engaging multiple competences that reside on different levels outside and inside the organisation. In addition to individual competences, social communities also possess collective resources and characteristics that do not translate into a sum of individual abilities. Based on a qualitative small‐n comparative study of four universities in Spain, Portugal, Finland and Romania, this paper explores the concept of collective sustainability competences as enablers and constraints of sustainability action at universities. Drawing from institutional theory and nestedness in organisations, the article poses the following research question: How can the collective sustainability competences of universities be conceptualised? The article develops a conceptual understanding of regulative, normative and cultural‐cognitive elements of collective sustainability competences as a nested institutional space. In so doing, the article contributes to the discussion on the capacity of universities to act as key organisations in sustainability transitions. [ABSTRACT FROM AUTHOR]

The recent complexity of the university system, with diverse academic trajectories and varying socio‐demographic characteristics of students, has led to increased access for historically underrepresented students. This has resulted in a rising number of adult learners, students with external responsibilities and individuals returning to education. However, despite this enhanced access, it remains unclear whether it has improved graduation. This uncertainty stems from the fact that students' social circumstances and external responsibilities differ significantly based on when they enter university. From a life course perspective, the aim of this paper is to explore the interactive effects of age at university entrance and employment status on the probability of graduating of an entire cohort of new students who entered the Catalan Higher Education System in 2012 (N = 29,463). The results show an interaction effect between age and employment status on the probability of graduation where working decreases the probability of graduation among students younger than 42 years old. Conversely, the negative impact of employment on university graduation diminishes among students entering university at an older age. This underscores the importance of adopting a life course perspective to comprehend students' educational experiences and outcomes within higher education. [ABSTRACT FROM AUTHOR]

Under the context of the in‐country mobility of Hong Kong students studying at Chinese Mainland universities, this paper proposes the notion of ‘transborder habitus’ to understand Hong Kong students' experiences and perceptions. Through qualitative research with in‐depth interviews with 51 Hong Kong students studying in major cities, namely Beijing, Shanghai, Guangzhou and Xiamen, how these students move across the socio‐cultural and academic fields at specific times is dissected. The process of how they perceive and adapt to their new life and identities on the mainland campuses is scrutinised. Students exhibited three types of adjustment styles: the Adjusters with pre‐adapted habitus, the Strangers with cleft habitus and the Outsiders with mis‐matched habitus. Their coping strategies are discussed and the salient factors shaping the students' transborder habitus are analysed. [ABSTRACT FROM AUTHOR]

This paper investigates publication strategies of the most distinguished local government researchers in eight European countries. Drawing upon dependency theory, accumulative advantage theory and ‘utility maximizing’ theory, we compare publication strategies of scholars from countries that vary in terms of the distance from the core of academic knowledge production, also taking into consideration their career length (academic age). The two publication strategies compared are international visibility and domestic visibility. The analysis confirmed the hypothesis that younger scholars are more prone to adopt internationalization strategy which has been institutionally incentivized by NPM reforms. However, the difference among core, catching‐up and peripheral countries is not as sizeable as expected. [ABSTRACT FROM AUTHOR]

The three missions of universities are education, research, and knowledge/technology transfer. At the micro‐level of the research and knowledge/technology transfer mission, we position researchers, as individuals who decided to pursue a scientific career in academia, with the PhD as the starting point. While existing literature acknowledges the supervisor's significance during this process from dependency to autonomy, this paper advocates for a closer examination of external factors such as the network, supervisor's experience, and work environment in idea generation. Ideas in this context encompass both curiosity‐driven and entrepreneurial concepts, often evolving from one to the other. Our research builds upon the theory of opportunity identification, drawing parallels between ideas and opportunities. The research asserts that PhD students primarily rely on their networks for idea generation due to limited prior knowledge and experience. Our findings underscore the dynamic interplay between PhD students, supervisors, and networks in the process of idea generation, advancing a comprehensive framework encapsulating the multifaceted influences on the trajectory from idea generation to execution in the context of PhD education. The framework is based on empirical evidence from a qualitative case study comprising 16 PhD students in a European H2020 project in the field of Photonics, illuminating the intricate relationship between supervisors' orientations (entrepreneurial or curiosity‐driven) and the types of ideas generated by PhD students. Practical implications highlight the need for tailored support and resources to foster independent research capabilities among PhD students, considering individual variations in supervisory support and networking opportunities. [ABSTRACT FROM AUTHOR]

Internationalization is known to enhance university capacities in cross‐border learning and encourage institutional transformations for improved quality of scholarship and education. Studies on internationalization of research and teaching are, however, under‐problematized with regard to asymmetries that pervade different collaborating systems and cultures. This paper addresses this gap by elucidating asymmetries in the Greater Bay Area of China (GBA), which is dealing with differences in legacies and experiences of internationalization in university research and teaching. At a time when the governments in the three constituent jurisdictions of GBA—Guangdong Province, Hong Kong Special Administrative Region (SAR), and Macao SAR—encourage universities to collaborate across jurisdictional borders, this study applies a bibliographic analysis to shed light on asymmetries and mitigation strategies in internationalization of research and teaching. [ABSTRACT FROM AUTHOR]

The objective of the paper was to outline the possibility of utilising information from online job postings and text‐mining analyses to identify mismatches and gaps between learning outcomes prepared by universities, and the knowledge and skills that employers need. The study uses job advertisement contents and learning outcomes documents from universities. We analysed both data sets using word importance classification, cluster analysis and hierarchical clustering. Word importance classification presented the mismatches in a quantitative and diagram format. Cluster analysis and hierarchical clustering provided information on how to correct the detected gaps and mismatches. The study empirically corroborates that the method we put forward for analysing both sources (LOs and job ads) helps identify and assess the significance of gaps and mismatches in the approaches to knowledge and skills adopted by universities and employers. Consequently, the method can be helpful during the auditing process and while implementing market‐oriented curriculum changes. [ABSTRACT FROM AUTHOR]

This paper offers a historical analysis of organizational identity development at a particular Dutch university, the Vrije Universiteit (VU) Amsterdam. Our analysis contributes to the discussion on what factors contribute to organizational identity maintenance and evolution. Whereas the literature suggests a rather straightforward development, with national and institutional governance arrangements offering more institutional autonomy and providing significant scope for identity development and profiling, this case study shows that these relationships between identity, governance, and autonomy are not that obvious. In this particular case, the opposite happened. Despite more autonomy, VU Amsterdam was not able to maintain its historically distinctive identity, nor was it able to replace this with a new, unambiguous identity. External factors (demographics) and internal dynamics (leadership strategies) explain the anomalies. [ABSTRACT FROM AUTHOR]

As the roles of faculty members have continued to expand, leaders in higher education need a better understanding of the drivers of faculty engagement. The current paper develops and tests a hypothesized model of faculty engagement in which faculty member grit is positively related to faculty member engagement both directly and indirectly through faculty member–academic chair leader member exchange (LMX). Using a sample of 156 faculty members in a mid‐sized public university in the mid‐Atlantic region of the United States, we tested the hypothesized model using PROCESS Model 4 with 5000 boot‐strapped samples and a 95% confidence interval. Results show significant direct positive relationships between faculty member grit and faculty member engagement and between faculty member–academic chair LMX and faculty member engagement, but no significant indirect relationship of faculty member grit through LMX. Implications for higher education leaders are discussed, along with limitations and directions for future research. [ABSTRACT FROM AUTHOR]

Collaborative research papers are widely acknowledged to be more impactful than single‐authored studies in higher education amidst subject area known to alter citation counts. While preceding studies have mostly recognised these two as the antecedents of research impact separately, it needs to be clarified whether the interaction of research area and type of collaboration causes any moderation. Comprehensive knowledge of differences in impact caused by a certain combination of type and area is important because, if citation impact is associated only with a particular combination, the impact‐based research stimulation programs without regard to combination consequences may be cost‐ineffective if not self‐destructing. This study investigates how research collaborations in academia impact the productivity and impact of university faculty. The focus is on the impact variation due to the type of academic collaboration (internal, domestic, international) and the research area. For the empirical test of this study, publicly open data from 1368 faculty in one of the leading Russian higher education institutions—HSE University. Results have two‐fold nature. STEM (Science, Technology, Engineering and Math) researchers are more likely to collaborate with domestic co‐authors. This result accentuates the specifics of the academic traditions in the research areas highly recognised for having a long and successful history and worldwide impact on science. The collaborations built on international coauthorship are associated with higher publication visibility rates for researchers from emerging fields in Russia, like those in social sciences and humanities, whereas institutional collaborations are found to be positively related to the share of cited documents. This article sheds light on the differences in academic collaboration mechanisms influencing research productivity and impact in two distinct research areas. It invites revisiting policies stimulating collaborative activities in universities, demonstrating their potentially discrepant consequences. The study's substantial contribution also refers to the use of panel data on personal attributes, research productivity and impact, which is a rare case for research collaboration studies. [ABSTRACT FROM AUTHOR]