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Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic performance has come under higher scrutiny for its narrow focus on the individual, promoted an exclusive, performance-oriented talent management and inhibiting collaboration, transparency and societal involvement.

As a response to the limitations of the excellency policy, this chapter examines the emergence of open science as a transformative force in the academic world. Open science represents a paradigm shift, emphasizing the importance of transparency, and increased societal engagement in the academic process. It opens up the possibility to include the context dimension, multiple stakeholders and a more diverse set of development and performance indicators.

This chapter stresses the urgent need to realign our system of recognition and rewards with the premise of open science and with talent management. By highlighting the disconnect between current recognition mechanisms and the values of universities, this chapter emphasizes the necessity of transformative changes at institutional and systemic levels.

To provide concrete insights into the implementation of these changes, this chapter explores a case study of Utrecht University. This specific example showcases how strategic decisions at an institute level allow navigation of the complexities of recognizing and rewarding open science practices. The Utrecht University case study serves as an inspiration for other institutions seeking to embrace open science and adapt their policies and practices accordingly.

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.

This study used phenomenological narrative methodology to get insights into lived experiences of 10 Asian immigrant woman scholars in science, technology, engineering, and mathematics (STEM) in US institutions of higher learning. A feminist research approach overall guided the study. The concepts and theories of intersectionality, cultures of the academy, mindset, and mind tools framed the examination of the impacts of gender and work–family–community environments on the career pipeline of this group of women. The data were from two sources: (1) 48 documents on the participants and their institutions and (2) in-depth semi-structured interviews with these 10 participants. The findings show that gender and environment impacted the Asian women scholars’ career pipeline and advancement differently. On the negative side, barriers separately or jointly rooted in gender-based, racial, and hierarchical biases at stages of their career pipeline, from professional education to faculty appointment and leadership, challenged them. On the positive side, other gender-based and environmental agents and interventions supported them to overcome obstacles to their upward career mobility. This chapter has implications for how higher education institutions can improve their gender-based and environmental policies and praxis and facilitate the advancement of Asian immigrant women in STEM. It also has implications for how Asian women can prepare themselves to be successful in academic STEM careers.

Introduction: Historically, the corporate governance (CG) framework was designed primarily to safeguard the economic interests of shareholders, as a result of political and legal interventions, developing into an effective instrument for stakeholders and society in general.

Purpose: The core objectives of the study include: identifying journals/publications responsible for publishing CG studies in India, key CG issues covered by CG researchers, the amount of high-impact CG literature across different time periods, sectors/industries covered by CG researchers and different research instruments (quantitative or qualitative) used in CG studies in India.

Design/methodology: The chapter used a sample of 130 corporate governance studies that fulfil the selection criteria, drawn from the repository of over 100 reputed journals that are either recognised by the Australian Business Deans Council (ABDC) or indexed by SCOPUS. A systematic literature review has been carried out pertaining to CG issues in India, based on various statistical tools, data, industries, research outlets & citations, etc.

Findings: The results show an overwhelming number of studies have assessed the relationship between CG variables and firm performance, which could be measured through a variety of performance metrics such as ROA and ROI. Apart from empirical analysis, many conceptual studies use repetitive basic statistical tools like descriptive statistics or regression analysis. The chapter offers insights into current achievements and future development.

Originality/value: This bibliometric study is a useful guide for policymakers, corporate leaders, research organisations and management faculty to draw insights from work produced by eminent researchers in GC in India.

This study explores the beliefs of ‘high expectation teachers’, and the practices through which teachers aim to build an inclusive learning environment in addition to the ways they develop strategies that do not rely on pre-determined ability labelling. The study is a case study design focused on one phenomenon, that of the beliefs and practices of high-expectation teachers, and one bounded case illustrates the phenomenon. The case is specific and bounded by time and location. It emphasises uniqueness through the in-depth exploration of the participants' experiences. Following the use of thematic analysis to analyse data collected through questionnaires, interviews and focus groups, the phenomena of high teacher expectation remained only partially scrutinised in terms of social justice. Therefore, the social concerns raised throughout this study are also explored through the theories of Bourdieu, to make sense of the wider issues of inequality inherent in this study. Habitus is helped by, and helps shape, pedagogical action. Findings include the requirement to recognise that in education, socially advantaged interests and voices dominate in terms of social mobility agendas. Furthermore, teachers are only granted space in the public domain through technical competency. Teachers must however be emotionally committed to different aspects of their jobs, as their sense of moral responsibility lies at the core of their professional identity.