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Higher education institutions provide professional and cross-disciplinary contributions to solving real-world problems and improving institutional governance (Figueiró et al., 2022). This study adopts the Expectancy-Value Theory (EVT) to investigate the differences in and relationships among academics' research expectations, external activities, and social contributions in Taiwanese HEIs. It examines individuals' expectancy beliefs and the value they attach to their current activities or achievements on future tasks. The present study adopted The Academic Profession in a Knowledge-Based Society as a research instrument. Data were collected from Taiwanese HEIs in 2019, and 1,524 Taiwanese academics were enrolled. After questionnaires with incomplete data were excluded, 1,206 valid surveys were obtained, yielding an effective rate of 79.13%. The research provides three crucial findings: first, the research variables vary significantly across individual factors; second, academics' external activities mediate the relationship between individual research expectations and social contributions; and third, external activities significantly moderate the relationship between academics' research expectations and social contributions. The findings contribute to extant research on EVT by demonstrating the complex relationships between various dimensions of academic work environments. Furthermore, they provide a reference for enhancing institutional governance in HEIs. [ABSTRACT FROM AUTHOR]

This study adopts the framework of transformative curriculum leadership theory, focused on one privatized school, the KIST (KIPP Inspired Schools in Taiwan) school, as a case study. The authors mainly utilize interview methods to explore the practices of principals' transformative curriculum leadership in the KIST school, and find that the case of school principal leadership successfully integrates the interactions from the school autonomy, the local educational authority, and the private foundation into a driving force to develop a new educational model. Such results not only restructure the subjectivity of school education, but also effectively provide the reference framework for policy correction and solutions to the contemporary problems of rural education. [ABSTRACT FROM AUTHOR]

Various governance and academic performance disadvantages due to changes in social systems have led to increasing competition and teachers' work dissatisfaction among higher education institutions in Taiwan. Building on academic profession in the knowledge-based society (APIKS) survey, this study examines the perspective of university teachers in Taiwan, leaving insights on the perception and approval of teaching, research, university governance, and the correlation between the three constructs with job satisfaction, as well as unearthing whether these constructs foreshadow job satisfaction. SPSS statistics 25.0 and Amos 25.0 were adopted, and 1,224 valid questionnaires collected. Results overall indicate that: (1) policy content influences academics' intentions; (2) crisis awareness acts as the best motivation for universities and teachers to initiate change; (3) institutional characteristics had the highest influence and predictive power on teachers' job satisfaction; and (4) emphasis on the institution's mission, effective leadership, good communication, and collegiality in the decision-making process will increase job satisfaction. Based on the analyses, several recommendations and further investigation are forwarded. [ABSTRACT FROM AUTHOR]

Changes in social systems have demonstrated that various structural disadvantages have jointly led to increasing competition among higher education institutions (HEIs) in many countries, especially Taiwan. As the major concerns of HEIs are teaching, service, and research outcomes, this paper describes a nationwide evaluation of institutional performance in relation to management of HEIs. The study seeks understandings about the perceptions of faculties from Taiwanese HEIs regarding institutional resources, relations and performance, and adopts a survey approach. After choosing 30 HEIs of various sizes and from different geographical regions, 926 aculties were selected randomly as participants. Using structural equation modeling and ANOVA, this study explores the relationship among the variables. The results show that all relationships among the variables are statistically significant and positive, while significant mean differences were found between at least two groups. Finally, based on the results, this study provides some discussions, suggestions and managerial implications for HEIs and future studies. [ABSTRACT FROM AUTHOR]