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The purpose of this paper is to identify those factors that key actors in university governance hold as to be important in realizing strategic change within their institutions.

Key decision-makers in 26 European universities were surveyed on their views on which factors bring about strategic change. The results were interpreted using a theoretical framework emphasizing organizational archetypes and their development.

The findings indicated that strategic changes in universities were perceived as highly dependent on leadership, decision-making procedures, communication and evaluation. However, some differences between the universities in the sample can be identified, supporting indicating the relevance of using organizational archetypes as an analytical tools for observing change within the higher education sector.

The study links organizational level developments on strategic management to macro-level change within the European higher education landscape, and provides new insights intoon the debate on convergence and differentiation in organizational fields.

The purpose of this paper is to explore the training needs of early career researchers (ECRs) in British research-intensive universities. This paper presents a new measurement scale constructed based on the Vitae Researcher Development Framework (a national framework in the UK to help researchers plan their training and development pathways) that disseminates ECRs’ training needs according to the four vitae development domains.

This paper discusses the result of a survey organised among ECRs who were asked to fill-in an online questionnaire, which included a newly developed measurement scale. Training needs are analysed based on 57 respondents working in British research-intensive universities and having obtained their PhDs not more than five years prior to the survey.

This paper offers an insight into the experiences of ECRs in research-intensive universities in relation to their training needs, which are very much centred around the notion of becoming a subject-specific expert, who is able to attract research funding and lead and manage these projects, including the successful supervision of students.

The current academic environment is extremely competitive, and as in other segments of the labour market, it is vital that ECRs recognise the need of continuous training to maintain their competitive status in the knowledge-based economy. This paper is original, as it disseminates a new measurement scale and provides fresh empirical results on the training needs of ECRs in British research-intensive universities.

This paper aims to explore problems facing the recruitment of accounting and finance staff in research-led universities. “University accounting and finance (A&F) departments are experiencing difficulty in attracting and retaining suitably qualified staff” (Duff and Monk, 2006, p. 194). The literature identifies a number of reasons for the shortage of A&F phenomenon (Duff and Monk, 2006; Smith and Urquhart, 2018), including, the wide salary gap between academe and industry profession, difficulty in achieving publications in highly rated journal, high workload in teaching and marking due the limited number of A&F staff.

The paper provides new insights for the use of the grounded theory and how the theory has been generated from the semi-structured interviews.

This study has resulted in eight main challenges emerged, and a final theory has been generated. Implications of this research on business schools are valuable in research-led universities, the A&F staff recruitment strategies and the A&F research strategies in research-led universities.

The novelty of this research is based on the induction of the challenges that a business school faces, as a case study for a research-intensive teaching-led UK university, in recruiting new A and F appointees and retaining existing members of staff.

The purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students.

Using data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive university in the USA, the authors explored how research identity of doctoral students change over time as result of participation in conferences, how the process of socialization is shaped by advisers and peers and how the experiences vary depending on the characteristics of the participants.

The authors found that conferences play an important role in socialization, and the effect from conference attendance increases with the number of conferences attended. The study also showed that students undergo several stages in the process of their socialization, throughout which they develop greater agency and independence as scholars, as well as a more positive image of themselves as researchers, and become more strategic in their behavior. The results also point to the key role of adviser and peers in the process of socialization, whereby the former can provide direction and orientation, while the latter may offer support and opportunities for mutual learning or future collaboration. The authors also found a notable difference in the support provided by advisers between teaching and research-oriented universities.

The paper applies doctoral student socialization theory to the analysis of informal doctoral experiences outside the program of study.

The purpose of this paper is to analyze and summarize the development of science and technology (S & T) policies in China from a government-driven perspective in chronological order. To develop knowledge-based economy, China enacts a range of S & T policies since “Reform and Open Policy” started in 1978. Furthermore, it investigates the overall effects of these S & T policies on university-industry linkages (UILs).

This paper conducts an analysis framework of S & T policies in historical sequence to explain how government drives UILs to stimulate technological progress and economic growth in China.

More than a site for high-quality workforce education and knowledge spread, universities as an important part of national innovation are required to participate in economic activities. Considering that most Chinese universities are national, S & T policies with particular regard to university technology transfer would be more important and essential. This research finds that S & T policies enacted by government have made critical contributions to UILs in economic transition period, such as improving academic faculty, enhancing university–industry collaborations and supporting university spin-off formation. The experiences of China suggest that government should enact more effective S & T policies in the knowledge-based economy era.

First, universities need to educate high-level human resources that are important for economic growth and social development. Second, universities need to engage in R & D activities and enhance their collaboration with industries, such as consulting services, research contracts with industry, patent licensing and other general knowledge commercial mechanisms. Third, universities also can directly transfer commercial knowledge to start up new businesses by itself or in partnership with industrial sectors. Without doubt, a series of S & T policies or programs enacted by China’s government to drive entrepreneurship continuously played critical role in the UILs over the past 26 years.

This paper is a pioneering work on how S & T policies enacted by government drive UILs to stimulate technological progress in transitional China.

This chapter discusses the role of language in the transformation of two African institutions of higher education, namely the University of Botswana (in Botswana) and the University of KwaZulu-Natal (in South Africa). The transformation of the University of KwaZulu-Natal, which is aimed at addressing the inequalities and other ills of the apartheid era, has taken on board language issues. For instance, isiZulu is being developed and promoted to join English as a language of scholarship. In contrast, the University of Botswana’s transformation does not stem from a political background of oppression. The institutional transformation has to do internationalization and the conversion into a research-intensive university. This transformation, unlike at the University of KwaZulu-Natal, has not taken a strong move to develop and promote Setswana (Botswana’s national language) as a language of scholarship.

This paper aims to improve the Commission of Higher Education (CHE)'s current university classification and develop the Thai Higher Education Classification Model (THEC‐model). This study supports the CHE's initiative to ensure that the future is more science‐oriented by encouraging universities to become National Research Universities (NRUs).

The research applies empirical data and a statistical approach for the THEC‐model's development. The model's results are then compared with the decisions reached earlier by the CHE in selecting public universities as research‐intensive.

The proposed classification criteria for NRUs consist of: research funding; the variety of instructional programmes; the level of instructional programmes; instructors and research staff body; and student body, which have significantly statistically influenced the differences in Y‐variables: research output, citation, and research awards at alpha 0.05. The initial results show that eight universities are selected. The findings are consistent with the 2008 announcement, except for two universities.

The developed THEC‐model benefits academic researchers, university administrators, and policymakers for many reasons. For example, the THEC‐model provides information for academic researchers to determine the important variables for a research university. The model provides information for policymakers to manage higher education effectively to raise the targets for a university.

The THEC‐model criteria were generated by reviewing the classification system in different locations. Such criteria could be applied extensively at domestic and international level. Moreover, the developed THEC‐model is based on a statistical approach and empirical data improved the reliability and would be beneficial to the CHEs in Thailand for further improvement on research‐focused HEI classification criteria in the future.

The ranking of universities and other research-intensive institutions in global ranking systems is based on numerous indicators, including number of articles with external collaboration, number of articles with international collaboration, number of articles with industry collaboration as well as co-patents with industry. The purpose of this paper is to examine university–industry research collaboration in Ghana, with the aim of exploring the relationship between the research output collaborations in the top four universities in Ghana and industry across different geographical scales.

This study’s data was obtained from the SciVal database, which drawn its data from the Scopus bibliographic and citation database. The bibliographic and citation data were extracted using a search of the publications affiliated to the University of Ghana, for the period 2011–2020.

Key findings demonstrate a constant rise in the number of research publications by the selected universities over time. Research collaboration intensity in the selected universities in terms of co-authored publications was higher as compared to single-authored publications. University–industry research co-authorships were, however, lower when compared to university–university research co-authorships. The university–industry research co-authorships occurred mostly with Europe, Asia-Pacific and North American-based institutions as opposed to African-based institutions. In Ghana, four industry-based institutions were engaged in intensive research with the selected universities.

This study demonstrates that, for each selected university, it is possible to measure the performance of individual universities in both intra-regional and international collaboration. Such results may be useful in informing policy as well as merit-based public funding of universities in Ghana.

The purpose of this paper is to provide a better understanding of what Open Innovation means within university context. Focus is also put on the role universities believe they should play in Open Innovation, as well as the changes that might have arisen as a consequence of universities’ greater awareness of this concept.

The research methodology used is an exploratory study based on in-depth semi-structured interviews of Pro-Vice-Chancellors (or equivalent level) of a variety of British universities. The study was designed around five main research themes: discourse, change, strategy, management, Open Innovation success.

In addition to the traditional teaching, research and knowledge transfer roles of university, this study has uncovered a new role of universities: trusted intermediary (or “Open Innovation Hub”). Another key finding of this study is that it highlights the diversity that prevails in the UK with regard to Open Innovation.

The number of the interviews conducted for this study is probably not large enough to allow a solid generalisation. Data saturation, however, was achieved in this study. The insight provided by this study is particularly significant as interviewees were amongst the highest-ranking executives in their respective universities. Hence the views reported in this study are what “drives” Open Innovation policies in the universities that participated in this study.

This new role of a trusted intermediary played by universities is very likely to change the existing Open Innovation landscape and re-shape policies.

The changing role of universities within Open Innovation context may potentially change the respective role of other stakeholders in the Open Innovation ecosystem.

This is the first study aimed at investigating how British universities understand Open Innovation and what opportunities and challenges they associate with this process.

In this paper teaching excellence awards are evaluated, with an eye to improving them.

Literature is reviewed and an analytic framework developed in Canada is modified to apply to the University of Sydney's Vice Chancellor Outstanding Teaching Award. Data come from 60 respondents familiar with the Sydney award and web research on the Australian Group of Eight research‐intensive universities.

Among the conclusions reached are that the Sydney award is supported even by those who have been unsuccessful in applying for it, that awards alone do not make teaching the equal to research in a university that identifies itself as a research university, awards that integrate into the university's strategic direction are powerful, and that awards that have a continuing profile ease that integration.

Along the way, several contentious points are discussed including the relationship of awards to promotion and the importance of pedagogic awareness of the reflective practitioner in picking out outstanding teachers who can articulate their approach to benefit others and to integrate with the larger purposes of the university beyond their own classroom.

Some practical means to enhance the impact of teaching awards are identified.