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Purpose: The prominence of quality education for building sustainable development is undeniable and is distinctly pointed out in 1 of the 14 sustainable development goals (SDGs). In the same context, this study intends to investigate the role of university commitment, perceived organisational prestige, student satisfaction, and perceived employability in enhancing sustainability in higher education.

Need of the Study: To evaluate how student satisfaction mediates the relationship between university commitment, perceived organisational prestige, and perceived employability with sustainable university institutes.

Methodology: An adapted questionnaire was used in this study to capture the perception of 458 management graduates selected through the purposive sampling method. Partial least squares structural equation modelling (PLS-SEM) technique was used to analyse the data with the help of Smart PLS software.

Findings: The results of this study show that student satisfaction is the strongest predictor of sustainable university institutes. University commitment was found to lead to student satisfaction significantly. Furthermore, student satisfaction wasn’t found to play the role of mediator in the proposed model.

Practical Implications: This study aims to fulfil theoretical, research, and management implications for students, higher education institutes (HEIs), and policymakers. HEIs are recommended to instil university commitment, perceived organisational prestige and student satisfaction via various practices and amendments in their curriculum. Students are recommended to enhance their perceived employability to achieve career sustainability.

This chapter is focussed on the macro context of higher education and describes the historical developments in higher education and how these developments affect academic jobs and academic work. When we sketch the development of higher education with a few broad strokes of the pen, we see (1) a development from a small-scale elite institution to broad training (and research) institutes; (2) a struggle over control of higher education; and (3) a movement in which higher education is professionalized and increasingly assigned a societal task, with a series of consequences for education, research and impact. These developments contribute to a field of tension in which old traditions of academic behaviour must be reconciled with demands that are placed on higher education by society. This makes talent management, both on an individual and collective level, no easy task.

Worldwide academia is going through a major transformation because of Open Science and Recognition and Rewards movements that are linked to big societal challenges such as climate change, digitalization, growing inequality, migration, political instability, democracies under threat and combinations of these challenges. The transformations affect the human resource management (HRM) and talent management of universities. The main focus of this chapter is on collaborative innovation and the way universities participate in coalitions and strategic alliances on national and international levels. These platforms not only discuss the transformations and support the academic changes but also act as talent pools and talent exchange. This chapter provides an overview of the current state of affairs with respect to Open Science and Recognition and Rewards in academia. Next, a theoretical foundation is presented on the concepts of collaborative innovation, coopetition and HRM innovation in general. The leaders or leading organizations in the HRM innovation models often can’t make it happen on their own, in particular in highly institutionalized contexts such as academia. The legitimacy of transformations requires coalitions of the willing and therefore strategic alliances on different levels. The coalitions in academia can also contribute to academic talent management through sectoral transformations (see Recognition and Rewards) and through the way these coalitions operate.

Although an increasing number of PhD holders will continue their careers outside academia, we know little about their further career prospects. To develop a better understanding of how this group constructs and justifies a successful career outside academia, we conducted semi-structured interviews with 47 PhD graduates from different disciplines (humanities, social and beta sciences) who have obtained elaborate experience working outside academia.

Drawing on a multi-career perspective, we explored the motivations of the PhD holders when making such career transitions. The findings from the interviews demonstrated how PhD holders’ main motivations were associated with their perceived organizational, community and cognitive careers. Our data analysis revealed that these motivations related to PhD holders and can be grouped along four key tensions:

• distanced from real life (academia) versus appreciating the practical impact of their research (currently);

• competition and performance orientation (academia) versus enjoying their current multidisciplinary collaboration towards a common goal (current);

• Individualism and loneliness were typically experienced in academia versus autonomy and intellectual stimulation in their current work; and

• lack of stable career perspectives in academia versus current options for competence-based development and personal growth.

distanced from real life (academia) versus appreciating the practical impact of their research (currently);

competition and performance orientation (academia) versus enjoying their current multidisciplinary collaboration towards a common goal (current);

Individualism and loneliness were typically experienced in academia versus autonomy and intellectual stimulation in their current work; and

lack of stable career perspectives in academia versus current options for competence-based development and personal growth.

Thus, while discontinuation of an academic career may easily hold a pejorative connotation, the analysis of the PhD holders’ motivations revealed important and rewarding opportunities in pursuing a career in other sectors. Overall, from our study, we can conclude that while a major gap may exist between careers in academia and ‘the corporate world’, shifting careers between these worlds is not as ‘unthinkable’ as commonly believed.

In this chapter, we present an introductory and definitive discussion of transformative leadership as a holistic and bold approach for the next generation of higher education. We integrate this concept with the idea of sustainable innovation. The chapter is divided into four sections, each addressing essential aspects of transformative leadership in higher education. In Section 1, we introduce a high-level integrated approach to transformative leadership in higher education institutions. We define and discuss the diverse pillars that form the foundation of this leadership style. In Section 2, we propose a contextual framework for transformative leadership as a value space. This framework provides guidelines and principles for crafting a transformative leadership strategy, and we offer indicative actions and initiatives for its deployment in higher education. To support the documentation of the transformative leadership strategy, Section 3 outlines simple designs for tools and instruments, including the transformative leadership scorecard and the systematic overview of the portfolio of transformative educational programs. We also emphasize the significance of social impact, research, innovation, and sustainability aspects within the strategy. In Section 4, we summarize the key takeaways from this chapter. Our contribution is manifold, as this chapter can serve as a valuable reference for administrators seeking to design and execute transformative leadership in universities and colleges. Additionally, it offers guiding principles for researchers interested in making further contributions in this domain.

Professional and corporate codes of ethics (Codes) are commonly used, but they are not consistently effective. Research has indicated the importance of values included in Codes, but there is little research exploring how to improve the effectiveness of Code values. There are proven pedagogies that can be used in ethics training, notably, the values-focused approach known as value self-confrontation (VSC). VSC comes from the field of psychology and has been researched for over 50 years. This theory-based methodology is effective at increasing the importance of targeted values and positively changing attitudes and behaviors. Based on our thematic review of extant VSC literature, we develop a simplified VSC implementation strategy and instrument called code value self-confrontation (CVSC). CVSC involves a self-confrontation between a participant’s personal values and the values of the organization. This confrontation can create value dissonance in the participant, which can increase the importance given to the values of the organization. VSC has been effective at positively impacting pro-organization behaviors as well as societal issues such as equality, race relations, and environmentalism. By increasing the importance of ethical values, organizations can be rewarded with behavioral changes that translate into more ethical work behaviors and decision-making.

Tourism is one of the key economic activities in the world. Sri Lanka is a country that deeply relies on income from tourism. Hence, identifying new horizons to develop the tourism sector is vital. Since wellness tourism is a trending concept in world tourism, this chapter aimed at Ayurveda-based wellness tourism and ways to uplift the existing outfit through lessons from other Asian counterparts. The researcher conducted 19 in-depth interviews with industry professionals to collect qualitative data inputs to understand the real scenario in Ayurveda wellness service providers. Results showed that Sri Lankan Ayurveda wellness tourism (AWT) is impacted by the actions of three main stakeholders, tourism-related authorities, Ayurveda-related authorities, and service providers. Tourism and Ayurveda-related authorities identified the importance of AWT to some extent, but actions are insufficient or rather bottleneck the sustainable development in the industry. Further, the bureaucracy of authorities prevents the expansion of AWT through medium- or small-scale service providers. The results suggest that Sri Lankan AWT requires long-, mid-, and short-term-based corrective actions.