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Proper management is vital in the achievement of an organization's vision and sustainability. Several researches have shown that one management style, micromanagement, has been receiving particular attention in the corporate world due to its notoriety. Micromanagement tends to control the employees in almost all aspects; igniting employee frustration which leads to adverse effect in the company by and large. Results of micromanagement include suppressed creativity, low morale of employees and an increase in employee turnover. However, some authors argue the significance of micromanagement in specific circumstances. Thus, this study is aimed at identifying the level of effectivity of micromanagement as it relates to teachers and middle managers in the academic sector in terms of the following: compliance, productivity, competence, and job satisfaction. The study used descriptive correlational design. The researcher employed a complete census of the respondents. These are teachers and middle managers in the Basic Education Department who are from the kindergarten, elementary, junior high school and senior high school levels, with 48 teachers and 12 middle managers respectively. Findings of the study signify that micromanagement is effective in promoting compliance and productivity, moderately effective in terms of competence, and slightly ineffective when it comes to job satisfaction. Furthermore, the study also yielded no significant difference when the respondents are grouped according to profile. Similarly, there is no significant difference between the teachers and middle managers on the level of effectivity of micromanagement on this basis, it is recommended that middle managers must reconcile the use of micromanagement to uphold compliance and productivity without neglecting the teachers' competence and job satisfaction.

This study employed a bibliometric analysis of research on attitudes in STEM education to identify patterns and themes within scholarly publications to address a research gap in the current literature. The publications indexed in the SCOPUS database on attitudes and STEM were analyzed to collect data. 173 articles were chosen for analysis. Bibliometric analysis revealed an upward trend in research publications between 2008-2022, with notable increases in 2013 and 2018 and between 2018 and 2022. Curtin University was the institution that contributed the most to the literature during this period. The results also showed that institutions from Australia, Taiwan, and the United States contributed equally to research on attitudes and STEM. Another finding is that the United States had the most publications on attitudes and STEM. The International Journal of Science Education was cited the most, followed closely by The Journal of Research in Science Teaching and Science Education. Barry J. Fraser and Jaquelynne S. Eccles are authors who were cited more than one hundred times in the publications. Based on the findings, implications for further studies are drawn.

Mathematics teaching is viewed as an inquiry process and a powerful context and practice for professional development with the goal of providing greater access, challenge, and support for every learner. This paper stems from a larger research project that investigates the research productivity and processes of integrating research in the curriculum delivery of high school mathematics. This descriptive work through survey, interview and documentary analysis involved 211 high school mathematics teachers in the quantitative component and four purposively selected in the qualitative section. Findings show that mathematics teachers demonstrate suboptimal level of research productivity but have shown promising potential for growth. Research is employed in various layers but typically as a mean to revisit teaching practices, as a basis of a teaching strategy, as a source of another research, and as a motivation for a research-oriented mindset. Research is strongly linked to the mathematics teaching and learning process and thus, have policy implications on nurturing and sustaining mathematics teacher-researchers. It is recommended to develop professional development plans that enhances the productivity and incorporation of research in the teaching-learning process.

Entrepreneurial and innovative higher education institutions of the 21st century have become the driving forces of social development, economic growth and global competitiveness by improving human capital through the educational and instructional services they offer, producing qualified scientific information through the scientific research they conduct and by fulfilling an important responsibility in the solution of social problems. In the current study, the effect of higher education on global competition in the context of the transformation of knowledge into economic value in OECD countries was analyzed with the Granger Panel Causality Test. In the application part, a panel data set was created with the data collected from 25 OECD countries for which data were available for the period 2006-2017. The Global Competitiveness Index variable was taken as the basis to reveal the global competitiveness of the countries included in the analysis. In order to reveal the status of their higher education, the gross schooling rate in higher education, the employment rate of the population with higher education, public expenditures on higher education, the quality of the education system, the quality of scientific research institutions, the performance of scientific publications, the R&D expenditures made by higher education and the university-industry cooperation variables were taken as the basis. As a result of the application, it was determined that each variable representing higher education has a bilateral causality relationship in the short term with the Global Competitiveness Index representing global competition.

As college students adapt to new workloads and freedom while facing significant stressors and time management struggles, they need tools to assist their transition. Mindfulness practices have consistently been found to be beneficial to college students' mental health. Twenty-six students took the Brown & Ryan (2003) Mindfulness Attention Awareness Scale (MAAS) in class, participated in a classroom presentation on mindfulness, purposeful pausing to destress/re-center, and typical personal productivity methods such as time management tools and commonly adopted systems. Then, they selected a way to practice mindfulness and a productivity tool from an in-class presentation and tried implementing them both for three to five weeks depending on when they were able to report progress during the semester again. At this second reporting juncture, students re-took the MAAS, and completed a Qualtrics survey about their practice experience. Students self-reported slightly increased mindfulness via the MAAS, the Qualtrics survey, and anecdotally. Via qualitative feedback, students described their experience of learning the mindfulness and productivity tools in the classroom as understanding, welcoming and comfortable, and of feeling "seen and heard." Briefly inserting mindfulness and productivity tool instruction into courses, periodically mentioning or having student-initiated conversations about these topics, and setting a faculty expectation that students practice these "best practice" tools, may prove beneficial to students regardless of academic major.

One of the most impacted areas in higher education is the field of student affairs (Lynch, 2017). While job satisfaction is problematic in higher education; only 1% of professionals are "extremely satisfied" with their job, giving the field a much lower overall satisfaction level than many other occupations (Kinman & Wray, 2014). Additionally, women are experiencing job dissatisfaction at the highest rates (Beeny et al., 2005) and student affairs is a field primarily occupied by women (MacAlpine, 2022). Research shows one of the more dramatic results of job satisfaction is when dissatisfaction leads to burnout (Kahill, 2007). Women in student affairs are rapidly leaving the field due to job dissatisfaction (Bender, 2009). The authors share findings from a phenomenological qualitative research study designed to assess job satisfaction of women student affairs professionals in entry, mid, and senior level higher education positions relating to job satisfaction and leadership, motivation, productivity, and burnout. The overarching research question is, "What are the perceptions of women student affairs professionals in Louisiana public higher education institutions regarding job satisfaction in relation to leadership, motivation, productivity, and burnout?" Data analyses resulted in identification of six major findings relating to higher sense of value, high levels of trust, senior-level satisfaction, expectations not aligned with compensation, student impact as a high motivator, and impact of crises on burnout among women student affairs professionals in Louisiana higher education institutions. The finding implications are shared from theory, practice, and future research perspectives, as well as implications for leadership and practice. [This Paper was presented at the Annual Meeting of the Louisiana Education Research Association Conference (LERA), Lafayette, LA, Mar 9-10, 2023).]

In the rapidly changing atmosphere of the global economy, productivity has become a very important concept for long-term economic growth, development, regional and global competitiveness, raising social living standards and increasing the level of welfare for countries. In the 21st century, when scientific knowledge, technology, innovation, R&D and entrepreneurship manifest themselves in every stage of the production process, human capital has come to the fore as an important and determining factor that increases productivity. In the current study, the effect of human capital, one of the most important outputs of education, on country productivity was analyzed for 24 developing countries, including Turkey, which are in the upper middle income group. In the application part, a panel data set was created for the 24 countries included in the study with the series obtained from the database of PWT10.0 for the period of 1980-2019. The Human Capital Index was used to reveal the human capital status of the countries included in the analysis and the Total Factor Productivity Index was used to reveal the productivity status. The Granger Panel Causality Test was employed to determine whether there is a short-term relationship and the Westerlund Panel Cointegration Test was employed to determine whether there is a long-term relationship between the two variables. As a result of a bilateral causality relationship was found between human capital and productivity in the short-term and a cointegration relationship in the long-term. The study is important and different from other studies in that it focuses on the concepts of human capital and productivity, which have a very limited place in the education literature, although they are directly related to education, and it is grounded on an interdisciplinary approach (bringing together education, sociology and econometrics).

Teachers' membership in professional associations provides opportunities for continuous education because such associations often hold meetings to update teachers on issues to improve their productivity in Anglo-Saxon Universities in Cameroon. The study examined the prevalence of teachers having membership in professional associations and the relationship between teachers' membership in professional academic associations and their productivity in Anglo-Saxon Universities in Cameroon. The sequential convergent mixed method design was adopted for the study. The sample size of the study consisted of 436 lecturers, 603 postgraduate students, and 20 administrators. A questionnaire and an interview guide were the instruments adopted for the study. The Spearman rho test was used to test the hypotheses of the study, which examined the significant relationship between professional associations and teachers' productivity in Anglo-Saxon Universities in Cameroon. The participants were sampled using purposive, proportionate, and convenient sampling techniques. The findings showed that 45.6% of the students do not see their lecturers as productive while 54.4% see them as productive. Furthermore, more of the teachers 61.0% are not members of any professional associations, while 39.0% are members. Despite a low percentage of teachers having membership in professional academic associations, many of them-66.5% (280) opined that membership in professional academic associations is important for teachers while 33.5% (141) said is not important. Thus, it was statistically revealed that membership in professional associations (R-value = 0.280**, p-value = 0.000, < 0.05) significantly and positively correlates with teachers' productivity. Based on the findings, it was recommended that all teachers should at least be a member of one or two professional academic associations as it improves on their research and work output, and provides networking opportunities for members to attend conferences and be updated on the recent developments.

Four cycles of a value creation conceptual framework including: immediate value; potential value; applied value; and realized value, were used to analyze the role of social capital in the creation of experienced and aspired value in collaborative learning. Students' narratives on team development dynamics in a Team Lecture Hybrid (TLH) instructional design implemented from August 2011 to May 2016 were analyzed. The study covered 201 public affairs and healthcare administration students in 40 in-class permanent teams, 15 courses, and straddling two US institutions of higher learning. The findings suggested an alignment between social capital and performance in in-class permanent teams. The social interactions created immediate, potential, applied, and realized value, and the results appear to validate the explanatory strength of the value creation framework in relation to social capital as a value creator and as value created in learning communities. The value created from social capital dynamics in the learning community aligns with the anticipated outcomes of TLH and appeared to support the TLH design theory hypothesizing improved performance when we combine active learners and an active instructor in the same learning community. In a mezzo learning environment, both students and their instructor created and benefited from social capital. The recommendation is for value creation drivers uncovered in this study to be given significant consideration when designing objectives, activities, structures, and cultures in learning communities.

Working in a toxic environment makes it harder to be productive. This study examines the direct impact of Machiavellianism and professional envy on research productivity (individual and group) with the moderating role of knowledge-hiding behaviors. For this purpose, through convenience sampling, an online survey through Google Docs was conducted, and 221 permanent faculty members from private sector higher education institutions participated. The impact of moderating variables between predictors and criterion variables was tested through PROCESS-macro. The findings of this study revealed that Machiavellianism and professional envy have a significant negative influence on individuals and as well group-based research productivity. In contrast, knowledge hiding behaviors of faculty members moderate the relationships between Machiavellianism, professional envy, and individual and group-based research productivity.

There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained from the Web of Science database. The bibliometric analysis led to four substantial findings: (1) research on teacher educators is an emerging field of educational studies that have experienced a progressive increase since the 2000s; (2) scientific publications in this field are produced by a small group of researchers from the USA, Australia, Canada, several European, and few Asian countries through collaborative research networks; (3) research on teacher educators is primarily spread in general teacher education journals; (4) the main topics regarding teacher educator research area are: professional development, professional identity, works, and practices.

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.

The academic performance of faculty members, as reflected by their research productivity and quality, is a crucial factor in determining an institution's reputation and ranking. However, research productivity varies across academic disciplines and is influenced by multiple factors. In this study we investigate the impact of the academic discipline on research productivity and quality among faculty members in the School of Arts and Sciences at the Lebanese American University, and explore potential factors that could affect their research productivity. We measure research productivity and quality using indicators such as publication count, publication pattern preferences, and average number of citations per publication. Additionally, we assess the effects of individual, institutional and occasional factors on research productivity through a questionnaire distributed to faculty members. Our findings indicate that faculty members in hard disciplines tend to be more productive and have more cited works than their counterparts in soft disciplines, but both groups target top journals at similar rates. Furthermore, international collaboration is a significant predictor of advanced research productivity in hard disciplines. Additionally, both groups agree that teaching loads can limit the time available for research and that the research funding and equipment should be improved. Finally, we note the COVID-19 lockdown and the economic crisis in Lebanon have decreased research activity among faculty members in hard disciplines.

Fostering productive engagement within teams has been found to improve student learning outcomes. Consequently, characterizing productive and unproductive time during teamwork sessions is a critical preliminary step to increase engagement in teamwork meetings. However, research from the cognitive sciences has mainly focused on characterizing levels of productive engagement. Thus, the theoretical contribution of this study focuses on characterizing active and passive forms of engagement, as well as negative and positive forms of engagement. In tandem, researchers have used computer-based methods to supplement quantitative and qualitative analyses to investigate teamwork engagement. Yet, these studies have been limited to information extracted primarily from one data stream. For instance, text data from discussion forums or video data from recordings. We developed an artificial intelligence (AI)-based automatic system that detects productive and unproductive engagement during live teamwork sessions. The technical contribution of this study focuses on the use of three data streams from an interactive session: audio, video, and text. We automatically analyze them and determine each team's level of engagement, such as productive engagement, unproductive engagement, disengagement, and idle. The AI-based system was validated based on hand-coded data. We used the system to characterize productive and unproductive engagement patterns in teams using deep learning methods. Results showed that there were > 91% prediction accuracy and < 7% mismatches between predictions for the three engagement detectors. Moreover, Pearson's r values between the predictions of the three detectors were > 0.844. On a scale of -1 (unproductive engagement) to 1 (productive engagement), the scores for all teams were 0.94 ± 0.04, suggesting high productive engagement. In addition, teams tended to mostly be in productive engagement before transitioning to disengagement (> 90.34% of the time) and to idle (> 93.69% of the time). Before transitioning to productive engagement, we noticed almost equal fractions of teams being in idle and disengagement modes. These results show that the system effectively detects engagement and can be a viable tool for characterizing productive and unproductive engagement patterns in teamwork sessions.

Indicator 4.7.1 of the Sustainable Development Goals (SDGs) measures the extent to which Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) are incorporated into educational documents. An appropriate framework is crucial to accurately monitor the level of incorporation, but a framework that can confirm validity is not yet present. This case study uses Japan to explore a valid analytical framework that can measure the level of ESD and GCED incorporation. By proposing our framework and testing its validity, we developed an analytical framework which consists of eight topics organised with three themes.

Purpose: The purpose of this study was to examine the uptake of education and training by Irish dairy farmers and how they perceive their training needs to be evolving as their farm business grows and they become employers. Design/methodology/approach: A quantitative survey was conducted with 315 dairy farmers, who were randomly selected based on herd size and location to be representative of dairy farmers in Ireland. Findings: The results demonstrate the number of people working on the farm influence farmers' educational and training requirements. The results of this study show the need for specific human resource management advice and training for dairy farm employers. Practical implications: This study provides an understanding about the type of education or advice farmers need when transitioning into larger-scale businesses, which require more hired labour. Theoretical implications: This paper demonstrates that dairy farmers' experiences of education and training is dependent on where individuals are within their transitional experience, highlighting the importance of change management research in terms of life-long learning. Originality/value: Uniquely this study provides an understanding of how dairy farmers' education and training needs are evolving as their businesses develop.

Purpose: Accelerating the adoption of intensification methods is critical for improving African agricultural productivity growth. This study synthesizes the effect of determinants underlying the speed of adoption of agricultural intensification methods in Africa. Design/Methodology/Approach: A systematic literature search was conducted using online databases, covering 20 years of publication research. Eleven studies met the inclusion criteria and were included in the meta-analysis. Findings: After controlling for innovation type, a subgroup analysis reveals that gender and formal education influence the speed of adoption of improved staple crop varieties and other agricultural intensification methods. Practical implications: Continued investment in approaches that are gender sympathetic and in agricultural education and extension is implied. Theoretical implications: Accelerating agricultural productivity growth requires a broad understanding of the potential determinants. This extends beyond farmer characteristics and includes factors that describe the context of agricultural systems, policies, and technology. Originality/Value: This is the first study quantifying the effect size of factors that influence the pace of adoption of agricultural intensification methods in Africa.

Publish or perish is the cautionary aphorism reminding academics to produce academic work for career longevity. For communities historically excluded from tertiary institutions, this aphorism can also signify a responsibility to ensure their voices are heard. Tertiary institutions recognise the importance of fostering productive writing opportunities; and writing retreats are a valuable approach. This article demonstrates the importance of writing retreats from the perspective of Indigenous postgraduate scholars in Australia. Two writing retreats were held off-campus in 2018-2019. To identify the impact of the writing retreats, we (the participants in the retreat) used an active participatory approach to explore our experiences using data collected from Yarning circles and written critical self-reflections. We identified three key themes: (1) writing retreats as supportive spaces for academic writing, (2) the development of an ongoing community of practice and (3) the importance of managing cultural risk in Indigenous programs. The findings demonstrate the importance of providing culturally grounded opportunities that support Indigenous scholarship.

Research productivity is a common topic in the literature, but peer reviewing for journals has received less attention, although it is a key activity of academic research. We help to fill this knowledge gap by assessing the determinants of peer review engagement and quality in scientific journals. We do so by analysing the combined information from a survey of academics working in different parts of the world and various fields of science, along with their publication and peer review information gathered from Scopus and Publons/Web of Science. We find that age, gender, and some dimensions of academics' strategic research agendas are important predictors of peer review engagement. We also find that academic inbreeding along the educational path has a negative association with the quality of peer-review activities. However, we find no statistically significant results concerning academic inbreeding related to the professional trajectory and peer review engagement and quality. Equally importantly, our results suggest that although the activities of publishing and peer reviewing are closely associated, peer review tends to be ancillary to publishing, rather than the other way around. Furthermore, the greater the perceived availability of resources, including research funding throughout an academic's career, the greater the focus is on publishing and the less the focus is on peer reviewing. These findings are discussed in relation to the current valuation of publication versus peer reviewing in terms of scientific and academic career recognition.

Background: Productivity-based wage systems are intended to enhance the labour market participation of people with disabilities. Limited scholarship exists regarding the impact of such policies in practice. This qualitative study explored stakeholder perspectives on the Australian Supported Wage System (SWS), including perceptions of fairness and equity. Methods: Document review provided context and background for the study. 14 semi-structured interviews were subsequently conducted with a range of stakeholders with knowledge of the SWS. Results: Four primary themes were identified, related to assessment processes, value contributions of the system, practice risks and challenges, and ethical tensions. Conclusions: The SWS appears to enhance worker choice and inclusion. A variety of factors may reduce the quality of these outcomes, however, and employment systems should support a range of evidence-informed approaches to ensure equitable employment outcomes.

This study aims to explore how the Metaverse platform could be applied to the field of online education, the benefits it brings, and the challenges posed by the application of Metaverse to online education. The study analyzes the benefits of immersive learning brought about by Metaverse and its potential to save education costs, enhance efficiency and students' interest in learning, and explores the application of Metaverse technology in education in relation to the characteristics of online education. The results show that Metaverse technology can support several aspects of online classrooms with realistic senses, personalized teaching models, realistic 3D identities, interactive communication, virtual reality (VR) technology, and gamified learning. This research also presents the problems faced by the Edu-Metaverse, including technology development difficulties, interaction issues, content production, game addiction, privacy, and ethics.

Objective: Researchers sought to examine experiences of stress, mental health, and work outcomes for those in higher education during the COVID-19 pandemic. Participants: Graduate students and professors completed an online survey in June 2020 (N = 1,794). Methods: Participants completed measures of stress, depression, and anxiety as well as items related to work quality, productivity, and fulfillment. Results: 70% of graduate students reported higher than normal levels of anxiety, depression, and stress according to the DASS-21. Nearly half of professors reported higher than normal levels of anxiety, depression, and stress. Multiple linear regression analyses found that higher levels of work fulfillment predicted greater productivity (f[superscript 2][subscript grad] = 0.15; f[superscript 2][subscript prof] = 0.08) and quality of work (f[superscript 2][subscript grad]= 0.10; f[superscript 2][subscript prof] = 0.12). Conclusions: Individuals in higher education are struggling with their mental health and considerations need to be made to help this group. Additionally, we discuss the implications of self-determination theory on work fulfillment.

The learning management system (LMS) is a software based on SAAS, internet navigator, or user application, which manage the teaching and learning of an academic or non-academic program. This work presents a comparison of 45 LMSs. The objective of this research is to report a study of the LMS developed for higher education. This objective is addressed by considering all LMSs with online access to information. For the comparison study, an evaluation criteria has been developed based on the literature review from the past 20 years. This evaluation methodology is based on Software Quality and Teaching-Learning tools for online educational platforms (SQTL), it is composed by six criteria: interoperability, accessibility, productivity tools, communication tools, learning tools, finally with the security standards and certifications. The maximum sum of SQTL score is 10 points and the minimum 0. The best LMS according to the comparison are Paradiso and Moodle with 9.50 and 9.25 points, respectively. Paradiso has around 1 million users and Moodle over 250 millions. The Google Sheets with the collected raw data and SQTL scores are available in https://shorturl.at/wqDWk.

Previous research has shown that women face unique challenges in higher education when it comes to research, writing, and getting published. The COVID-19 pandemic intensified these challenges as both domestic and professional obligations increased for many women in academia. The goal of this autoethnographic study was to investigate the factors that supported or constrained four women faculty's research writing during a pandemic in the context of a small Christian teaching university. We collected data for a year via long-term and weekly goal setting surveys, weekly reflections, and semester reflections, which generated 170 comments on supporting and constraining factors, including 97 comments on constraining factors and 73 comments on supporting factors. Our data analysis identified themes that emerged from these comments, revealing seven main factors that constrain women's writing (i.e., family needs, mental and physical health, service and administrative work, teaching responsibilities, lack of research-related resources, non-research writing, and individual factors) and 10 main factors that supported women's writing (i.e., peer accountability and support, deadlines, scheduling a regular time and place for research, setting concrete research goals, having uninterrupted research time, prioritizing mental and physical health, family and personal support, participating in the writing retreat, research resources, and other individual factors). The findings of this research project shed light on the understudied populations of Christian women scholars and their writing practices and offer implications for Christian higher educational leaders and faculty on how to support women's research productivity in a post-pandemic world.

Background: Internationally, research comparing education systems across countries and jurisdictions is valuable and can elicit nuanced insights into how particular systems operate. This paper's interest lies in considering the scope and content of research comparing education systems across the four UK nations (England, Northern Ireland, Scotland and Wales). Purpose: This study sought to determine the coverage of UK cross-national comparative education research ('home international' research) between 2000 and 2022. We chose this time period as 1999 marks the devolution of education policy to each UK nation. We aimed to investigate what educational issues had been discussed in the literature and identify any gaps in the content covered by the research. Method: An exploratory, high-level review of 'home international' education research was conducted, based on the review of abstracts. We searched several research databases using a variety of keyword combinations to identify relevant literature published since 2000. Our search identified 53 studies that met our selection criteria. Using a meta-synthesis approach, we coded the content of each abstract to build a picture of the range and thematic coverage of research involving comparisons between at least two of the four UK nations. Findings: The analysis of abstracts identified that, over the last two decades, UK 'home international' research has tended to include comparisons of all four nations, coverage of multiple educational phases and a focus on national education policy reviews. Furthermore, we pinpointed a number of gaps in coverage that might not have been anticipated (e.g. relatively little cross-national research focusing on assessment). Conclusion: This high-level review uncovers the landscape of recent 'home international' research, allowing us to view issues that are driving the cross-national research agenda in the UK and recognise implications relevant to education systems that may resonate with jurisdictions beyond these four UK nations.

The time is ripe to reexamine the social contract between higher education and society. Historically, the social contract has promised an advancement of the public good through applied knowledge production and thoughtful research dissemination, training citizens to lead and actively participate in democracy, and supporting local and global communities, just to name a few. However, institutions have slowly but surely diverted off this path over the last 40 years, in large part due to systemic shifts toward neoliberalism and, with it, the privatization, commercialization, and marketization of perceived public goods. In this article, the authors call for engagement in developing a new social contract between higher education and society. This article offers three important, albeit not exhaustive, pauses for leaders to engage in that can help collectively shift toward a better social contract. These pauses consider numerous critiques and pain points to offer up a new vision for a social contract for higher education. Hopefully leaders, including scholars, administrators, practitioners, and policy makers, will implement these pauses as they work collaboratively with students, local communities, professional associations, and national organizations in pursuit of a new social contract between higher education and society.

Purpose: The purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work. Design/methodology/approach: This study was conducted by using a qualitative critical incident technique-inspired questionnaire. Findings: The findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools). Originality/value: The findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.

States have adopted a variety of policies to encourage universities to expand research production, with the hope of supporting economic growth and competitiveness. This paper considers whether a state-level initiative succeeded in influencing university-based research outputs among regional public universities. We test whether the Texas Research Incentive Program increased research production at a set of state universities as measured by total research spending, federally-funded research spending, the number of scholarly publications, and the share of publications published in high impact factor journals. Using a novel dataset and difference-in-differences analytic strategy, we found that TRIP adoption was associated with a 19%-25% increase in research expenditures at emerging research universities in Texas relative to a matched set of comparable universities. However, TRIP did not influence federally-funded research expenditures or journal publication outputs. We also show that federally-funded research expenditures influence publication outputs -- both in amount and quality -- and that number of full-time faculty influences both federal research expenditures and publication outputs. We discuss contributions to the literature on regional public universities, loose coupling, and research production, as well as implications for policy.

Increasing rates of mental health difficulties for young people in the UK are often described, though seldom from young people's perspective or viewpoint. The Schools NorthEast Healthy MindED Commission works towards supporting schools to understand and mitigate the factors affecting young people's mental health, and through doing so enable better resilience. This research extends from the work of the commission. Utilising the World Health Organisation mental health definition, we supported schools to have conversations with young people about the factors that affect their mental health. Staff from regional schools were trained and supported to carry out focus group discussions and complete initial data analysis. Meta-analyses of findings were carried out to identify illuminative themes. Findings were fed back to establish face validity and so allow further action planning -- not reported here. Themes are considered against established theory and the wider literature. In addition to illustrating the usefulness of listening to young people in order to understand mental health in school contexts, crosscutting themes of relationships, agency, and rest and recovery were concluded as key to enabling mental health within school contexts.

This study estimated the direct and indirect contributions of mentorship and institutional support (IS) to academic staff's research productivity (RP) at a public university in Cross River State. Two mediator variables--collaboration and institutional culture (IC), were introduced to determine their roles in the nexus between the predictors and the criterion variables. The quantitative research method was adopted following the correlational research design. "Career Empowerment and Research Productivity Questionnaire (CERPQ)" was used for data collection after validation by experts and reliability test. Three hundred twenty-seven copies of the CERPQ were administered, but 303 were retrieved. Mediation-based analysis was performed using structural equation modelling following the research questions and hypotheses. Amongst others, findings revealed that mentorship had a non-significant negative contribution to the RP of academic staff; mentorship only promoted RP among academic staff when it was followed by positive IC and collaboration. IS had a non-significant positive contribution to the RP of academic staff. The joint mediation of collaboration and IC was significant in the nexus between mentorship and RP and between IS and RP of academic staff in the public university. Collaboration was the most important factor directly associated with the RP of academic staff and also partially mediated the contributions of other variables (such as mentorship and IS) to the RP of academic staff. The results of this study can be useful for universities seeking to enhance the research productivity of their academic staff. The study highlights the importance of considering multiple factors that may influence research productivity and suggests that institutions should prioritise fostering a supportive and collaborative environment for academic staff to maximise their research productivity. The study can also inform the development of mentorship programmes and the creation of institutional policies that support and promote research productivity.

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.

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.

Purpose: This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions. Design/methodology/approach: This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States. Findings: The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks. Practical implications: Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research. Originality/value: This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

Purpose: The purpose of this study is to analyze and map the terrain of human resource management (HRM) in higher education (HE) contexts, with the aim of uncovering potential gaps within the existing knowledge base. Design/methodology/approach: This study employs a unique, in-depth bibliometric analysis of 945 publications from the Web of Science database over the past 40 years between 1981 and 2022. Findings: Based on the bibliometric analysis, the authors retrospectively examined the dominant research themes in HRM within the HE sphere, tracing their evolution over time. Four central clusters emerged: the theoretical foundations of HRM, strategic HRM, organizational culture and human capital development. Furthermore, the authors pinpointed critical research gaps and proposed areas for future inquiry, such as the impact of HRM on productivity, leadership dynamics, sustainable growth development, international staffing strategies and knowledge transfer mechanisms. Research limitations/implications: This study demonstrates how academics can use bibliometric techniques to systemize literature, expose potential gaps and suggest fruitful lines of inquiry in the field of investigation. The findings of this study can also help improve the decision-making processes of managers and human resource professionals. Originality/value: This study provides readers with a systematic understanding of the development of HRM in HE settings and presents forward-looking perspectives, highlighting future research possibilities. Moreover, it validates the significance of bibliometric analysis as an efficient technique for discovering gaps in the existing literature.

Autoethnography has been used to examine employees' physical and emotional experiences of workplace bullying and mobbing. In this approach of inquiry, data were extracted through; personal narratives, lived experiences, and opinions through meaning-making. Power structures in academia were found to play a significant role in academic bullying because authorities may perceive their power base to be under threat hence the desperate need to eliminate the perceived threat. Findings also suggest power structures in academia and "reluctant complicit mobbing" may be inclined to support bullies thereby impacting employee performance, production, health, and wellbeing. The African culture that subordinates and younger members of society should revere their bosses and elders was also found to influence bullying and mobbing. The authors hope to persuade academic authorities to formulate reporting systems and viable policies that protect employees. Values in individuals could be developed and reinforced, further strengthening individual's abilities and resilience to face and deal with adverse events.

Sex differences in human performance have been documented across a wide array of human endeavours. Males tend to exhibit higher performance in intellectually demanding and competitive domains, and this difference tends to be more pronounced the higher the level of performance. Here, we analyse publishing performance for the whole population of associate and full professors in relatively sex-balanced disciplines, namely Education, Nursing and Caring Science, Psychology, Public Health, Sociology, and Social Work, comprising 426 women and 562 men. We find that sex differences in the number of publications, citations, and citations per publication were small across low and medium levels of productivity, but become more pronounced the higher the level of performance. In the top performing 10% the female proportion decreases from the average 43.2% to 26% (25 F, 71 M), which further decreases to 15% in the top 5%. The results are discussed with respect to the greater male variability hypothesis, sex differences in psychological traits, and environmental factors such as sex discrimination.

Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as "gifted" is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of "giftedness" inequitably through successive generations of families by virtue of the families' resources.

Purpose: This research aimed to examine the impact of input, process, output, productivity and outcome variables on university research performance and the indicators that represent them in order to improve academic quality and contribute to government policy. Design/methodology/approach: The quantitative approach was used through a survey method that obtained samples using questionnaires from 150 leaders of research institutions and continued analysis using the structural equation modeling-partial least square (SEM-PLS) to test the developed model. Findings: Except for the relationship between process and productivity variables, all variable relationships had a positive and significant effect. Furthermore, the input, process, output, productivity and outcome variables each include seven, twelve, four and ten indicators. Research limitations/implications: This study has several ramifications because it provides a clear policy input and advances science. As a prelude to developing research performance assessment tools that take into account variances in a tertiary institution, this research aids in the implementation of national policies for assessing research performance in postsecondary institutions. Originality/value: To improve the accuracy of the information acquired, we conducted a survey among the heads of research units at various higher-ranking Indonesian universities, taking into consideration their skill and experience in leading research organizations and conducting research. Other than that, our belief in the originality of our manuscript is strengthened by the way we applied systems theory to construct a performance evaluation model that examines each contribution made by each system aspect.

Purpose: This study aims to examine the influence of research self-efficacy (RSE) on academics' research productivity (RPR) in public higher education institutions in Tanzania. Design/methodology/approach: A cross-sectional design was utilized to collect and analyze data from 247 academics in four public higher education institutions in Tanzania. Findings: The findings show that RSE has a positive and significant influence on academics' RPR in higher education ([beta] = 0.657 and p < 0.001). Practical implications: Higher education institutions should focus on creating a favorable work environment that fosters academics' RSE so as to enhance more productivity in terms of research. Originality/value: The results of this study expand the aspects in which social cognitive theory can be applied in Tanzania's higher education institutions. On the other hand, by conducting empirical-based research on the influence of RSE on RPR in developing nations like Tanzania, the findings contribute to the literature on RSE and RPR.

Research on quality assurance in higher education has been expanding globally; however, there is still scope for exploring the depth of diffusion to evaluate its impact. To this end, collaboration structures between countries and common concepts in scientific texts were examined in this study. The bibliographic mapping method was employed to analyse data that was derived from the Web of Science. "Higher education" and "Quality Assurance" were the keywords searched and bibliographical data of 3080 scientific texts were extracted. Analyses on co-authorship and co-occurrence were made through the VOSviewer software tool. According to the results, research on quality assurance in higher education spread in half of the countries in the world as of 2021. Research intensity and collaboration relationships reveal that quality assurance research is spreading geographically in North America and Europe. In terms of concepts, although there has been an expansion over the years from a limited understanding of quality management to a more comprehensive perspective of quality assurance in education, it was seen that the central and static view of quality assurance is still solid.

Since the twenty-first century, universities in many countries, including China, have introduced tenure-track employment to attract outstanding faculty. Through a survey of 1,099 faculty members from 21 high-level research universities in China, this study used a quasi-experimental method to examine the effect of the tenure track on faculty members' academic performance. The results suggest that the implementation of the tenure track led to an increase in the number of academic publications, but a decrease in the number of high-quality academic articles. The study further analyzed the underlying mechanisms by which the tenure track affected faculty members' academic performance, and found that introducing the tenure track increased cross-institutional collaboration, thereby promoting academic productivity. However, it resulted in a reduction in research collaboration within the institution, which hindered academic publication in high-impact journals. In terms of disciplinary heterogeneity, this study shows that the negative effect of the tenure track on publication quality was more significant in science than in engineering. Based on the research results above, this paper proposed several suggestions for improving the tenure system to ensure research excellence.