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The purpose of this multi-voiced paper is to propose a prosocial paradigm for the field of performance management and management control systems. This new paradigm suggests cultivating prosocial behaviour and prosocial groups in organizations to simultaneously achieve the objectives of economic performance and sustainability.

The authors share a common concern about the future of humanity and nature. They challenge the influential assumption of economic man from neoclassical economic theory and build on evolutionary science and the core design principles of prosocial groups to develop a prosocial paradigm.

Findings are based on the premise of the prosocial paradigm that self-interested behaviour may outperform prosocial behaviour within a group but that prosocial groups outperform groups dominated by self-interest. The authors explore various dimensions of performance management from the prosocial perspective in the private and public sectors.

The authors call for theoretical, conceptual and empirical research that explores the prosocial paradigm. They invite any approach, including positivist, interpretive and critical research, as well as those using qualitative, quantitative and interventionist methods.

This paper offers implications from the prosocial paradigm for practitioners, particularly for executives and managers, policymakers and educators.

Adoption of the prosocial paradigm in research and practice shapes what the authors call the prosocial market economy. This is an aspired cultural evolution that functions with market competition yet systematically strengthens prosociality as a cultural norm in organizations, markets and society at large.

The study conceptualises universities as “cities of flows” to examine the East-West University Partnership (EWUP) in China, which is a pioneering initiative of cross-regional university collaboration linking over 220 institutions across China since 2001. The study explores the strategic enhancement of connective and collaborative capacity of universities to facilitate diverse flows of talent, knowledge and other resources within the broader context of China's sustainable development in higher education.

The study employs a qualitative single-case study design to investigate the EWUP within its real-life context using participant observation and documentary research. As an analogical inquiry, the study merges the insider and outsider perspectives of the researchers to identify patterns between theoretical constructs and empirical evidence.

The EWUP as a policy entrepreneurship has significantly contributes to coordinated, inclusive and sustainable development. Its spatial dynamics consists of structural, temporal and collaborative dynamics. They are characterised by centrality, connectivity and adaptability which are generated through the interplay among the nodes, linkages and fields of influence within the EWUP network. These dynamics showcase EWUP as a novel approach to managing long-term university partnerships between more and less developed regions.

The study reimagines universities and higher education systems through vivid analogies of cities and transportation networks and elucidates connectivity as a pivotal dimension of sustainability. It advocates for reexamining spatial theories in higher education, deepens insights into the dynamics of cross-regional university partnerships in coordinating educational and territorial development, and enriches discussions on Higher Education for Sustainable Development (HESD).

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

The purpose of this paper is to present the educational computer emergency response team (EduCERT) framework, an integrated response mechanism to bolster national cybersecurity through collaborative efforts in the higher education sector. The EduCERT framework addresses this gap by enhancing cyber security and mitigating cybercrime through collaborative incident management, knowledge sharing and university awareness campaigns.

The authors propose an EduCERT framework following the design science methodology. The framework is developed based on literature and input from focus group experts. Moreover, it is grounded in the principles of the technology-organization-environment framework, organizational learning and diffusion of innovations theory.

The EduCERT has eight components: infrastructure, governance, knowledge development, awareness, incident management, evaluation and continuous improvement. The framework reinforces national cybersecurity through cooperation between universities and the National Computer Emergency Response Team. The framework has been implemented in Jordan to generate a cybersecurity foundation for higher education. Evaluating the EduCERT framework’s influence on national cybersecurity highlights the importance of adopting comprehensive cyber-security policies and controls. The framework application shows its relevance, effectiveness, adaptability and alignment with best practices.

Despite the impact of applying the framework in the Jordanian context, it is essential to acknowledge that the proposed EduCERT framework’s practical implementation may encounter challenges specific to diverse international educational environment sectors. However, framework customization for global applicability could address varied educational institutions in other countries.

Furthermore, the proposed EduCERT framework is designed with universal applicability that extends beyond the specific country’s context. The principles and components presented in the framework can serve as valuable design advice for establishing collaborative and resilient cybersecurity frameworks in educational settings worldwide. Therefore, the research enhances the proposed framework’s practical utility and positions it as an invaluable contribution to the broader discourse on global cybersecurity in academia.

This paper enhances national cybersecurity in the higher education sector, addressing the need for a more integrated response mechanism. The EduCERT framework demonstrates its effectiveness, adaptability and alignment with best practices, offering valuable guidance for global educational institutions.

This study aims to investigate the determinants influencing green mindfulness among university students in Malaysia within the context of the Malaysia 2030 Agenda, focusing on Sustainable Development Goal 17 attainment.

The research uses a quantitative approach with a sample of 203 young adults. It explores the factors of goal difficulty, knowledge and awareness, spirituality, values and perceived university environmental responsibility (PUER), using a novel theoretical framework termed universal identity theory (IT).

Values, knowledge and awareness and PUER significantly contribute to green mindfulness, whereas spirituality and goal difficulty did not exhibit a substantial relationship to green mindfulness.

Limited representation of diverse age groups and the potential influence of seniority on spirituality. Future research should expand the framework to include green behavior and performance, increase the sample size and consider a broader age demographic.

Universities play a crucial role in promoting green mindfulness through the establishment of rules, regulations, environmental initiatives, incentive systems and the introduction of a green mindfulness course. Clear communication channels and top-down approaches are recommended.

This research contributes to understanding the mechanisms that induce green mindfulness among university students in Malaysia, aligning with national and global sustainability goals.

The universal IT provides a comprehensive understanding of how personal, social and community-based identities collectively influence green mindfulness. This theoretical perspective contributes to the environmental psychology and sustainability studies field, offering a culturally sensitive approach.

The purpose of this paper is to assess the digital transformation of students' reading preferences and behaviors, considering the significant impact of digital resources accessible through the internet among allied health students.

The researchers used a structured questionnaire to collect data. The study focused on undergraduate allied health students from medical universities in Pakistan. The researchers used a convenient sampling technique. Data analysis was performed using statistical software packages R and SPSS.

The results indicate that allied health students frequently use databases, e-books and e-journals to fulfil their academics and research needs, aiding in the acquisition of up-to-date information and supporting various academic research pursuits. The study emphasizes the positive effects on the reading habits of allied health students, attributing these improvements to factors such as enhanced online databases, a broader array of materials and the integration of digital tools. However, challenges arise from the limited availability of relevant e-resources and the dispersion of information across various library sources.

This study provides valuable insights into the availability and utilization of e-resources among allied health students in Pakistan. It highlights the crucial role that digital resources play in shaping reading behaviors within the educational landscape. This study holds significance as it contributes to educational enhancement, proves beneficial for the improvement of university library resources and services and aids in the development of policies in health-care education.

This study aims to explore the impact of different contextual factors and their interactions on university students' entrepreneurship, specifically start-up activities.

The paper used a multilevel hierarchical model with four contextual factors: i) industry and technological, ii) institutional and policy, iii) organizational-university; and iv) cultural. Each of these factors might influence university students’ start-up activities differently. To address this exploratory direction, the study used a sample of 34,200 nascent entrepreneurs from 34 countries included in the Global University Entrepreneurial Spirit students’ Survey, along with data from the World Economic Forum’s Global Competitiveness Index, Global Entrepreneurship Index and Global Leadership and Organizational Behavior Effectiveness Index.

The results show that, in general terms, contextual elements impact university students’ start-up activities. Nevertheless, when these factors are combined, their effect increases strongly with the performance-based culture but decreases with a high level of a socially supportive culture.

Regarding the study of university students’ start-up activities, most scientific evidence has an individual-level approach without considering the influence of the context. The paper adopts a multilevel approach for such analysis to reflect the multilevel and context-dependent nature of the topic under study.

Este estudio explora el impacto de diferentes factores contextuales y sus interacciones en el espíritu empresarial de los estudiantes universitarios, concretamente en las actividades de puesta en marcha.

El trabajo emplea un modelo jerárquico multinivel con cuatro factores contextuales: i) industriales y tecnológicos, ii) institucionales y políticos, iii) organizativos-universitarios; y iv) culturales. Cada uno de estos factores podría influir de forma diferente en las actividades de puesta en marcha de los estudiantes universitarios. Bajo un enfoque exploratorio, el estudio utilizó una muestra de 34.200 emprendedores nacientes de 34 países incluidos en la Encuesta Global de Estudiantes Universitarios con Espíritu Emprendedor (GUESSS por sus siglas en inglés), junto con datos del Índice de Competitividad Global (GCI), el Índice de Espíritu Emprendedor Global (GEI) y el Índice Global de Liderazgo y Eficacia del Comportamiento Organizacional (GLOBE).

Los resultados muestran que, en términos generales, los elementos contextuales influyen en las actividades de creación de empresas de los estudiantes universitarios. Sin embargo, cuando se combinan estos factores, su efecto aumenta considerablemente en países con una cultura basada en el rendimiento, pero disminuye en las de un alto nivel de apoyo social.

En lo que respecta al estudio de las actividades de creación de empresas de los estudiantes universitarios, la mayoría de las pruebas científicas tienen un enfoque a nivel individual sin tener en cuenta la influencia del contexto. Nuestro trabajo adopta un enfoque multinivel para dicho análisis con el fin de reflejar la naturaleza multinivel y dependiente del contexto del tema estudiado.

Este estudo explora o impacto de diferentes fatores contextuais e suas interações no empreendedorismo dos estudantes universitários, especificamente nas atividades de start-up.

O artigo utilizou um modelo hierárquico multinível com quatro fatores contextuais: i) industrial e tecnológico, ii) institucional e político, iii) organizacional-universitário, e iv) cultural. Cada um desses fatores pode influenciar de maneira diferente as atividades de start-up dos estudantes universitários. Para abordar essa direção exploratória, o estudo utilizou uma amostra de 34.200 empreendedores de 34 países incluídos na Pesquisa Global sobre o Espírito Empreendedor dos Estudantes Universitários (GUESSS), juntamente com dados do Índice de Competitividade Global (GCI) do Fórum Econômico Mundial, do Índice Global de Empreendedorismo (GEI) e do Índice de Liderança Global e Eficácia Organizacional (GLOBE).

Os resultados mostraram que, em termos gerais, elementos contextuais impactam as atividades de start-up dos estudantes universitários. No entanto, quando esses fatores são combinados, seu efeito aumenta fortemente com a cultura baseada em desempenho, mas diminui com um alto nível de cultura socialmente solidária.

No que diz respeito ao estudo das atividades de start-up dos estudantes universitários, a maioria das evidências científicas tem uma abordagem em nível individual sem considerar a influência do contexto. Nosso artigo adota uma abordagem multinível para tal análise, a fim de refletir a natureza multinível e dependente do contexto do tema em estudo.

This paper aims to illustrate how service ecosystem governance may provide a suitable ground to pursue holistic resilience to “wicked” socio-economic and ecological problems, for enhancing “place-based” sustainable performance outcomes through an organizational, interorganizational and context setting.

This work suggests the use of “place-based” collaborative ecosystem platforms driven by a dynamic performance governance approach as a setting where facilitated performance dialogue is carried out among networked stakeholders. This fosters a holistic view of performance sustainability where intangibles, inertial, cultural and behavioral factors play a key role in policy analysis.

The paper illustrates how different research streams framing stakeholder relationships under a business, hybrid organization and public sector perspective converge toward the “service ecosystem” construct, as a common field for sustainable “place-based” value creation. This performance governance perspective frames accountability for achieving sustainable outcomes through interconnected viewpoints, i.e. (1) time (short vs long-term), (2) subject (single organization, “theme-focused” service ecosystem and “place-based” service ecosystem) and (3) field (socio-economic, cultural and ecological).

This work has an interdisciplinary track. It recommends feedback and “stock-and-flow” modeling to enhance framing counterintuitive patterns of behavior of dynamic complex socio-economic, cultural and ecological subsystems within “place-based” collaborative ecosystem platforms. Combining an inside-out with an outside-in view triggers sustainable outcome-based dynamic performance governance through an organizational, interorganizational and context setting.

This paper aims to explore the current stage of biodiversity preservation in higher education institutions (HEIs), using samples from German universities and investigating three different dimensions, namely, existing approaches, challenges and future developments.

Semistructured expert interviews were conducted with employees from 14 German Universities. To analyze the data, both deductive and inductive methods of content analysis were conducted to systematically code the results.

This research shows that efforts for biodiversity preservation are frequently made in the areas of student and staff initiatives, green space management, as well as in research and teaching. However, German HEIs face numerous hurdles such as interest conflict, lack of prioritization and financial restrictions, some of which are difficult to overcome. In the future, HEIs should seek a deeper integration of biodiversity into curricula to further raise biodiversity awareness.

This study provides practical implications by providing good practices, which can serve as a guide for implementing measures for biodiversity preservation. By understanding the struggles and future expectations, stakeholders and policymakers could promote targeted measures and relevant policies to advance biodiversity initiatives at and beyond universities. Moreover, the research shows the importance of involving students and staff actively in the planning and executing stage for biodiversity preservation through initiatives to achieve green campuses.

The paper presents an essential research field which is still in its earlier stage. To the best of the authors’ knowledge, it is the first study that focuses on German Universities in this context. This study adds value in providing in-depth insights into this topic to raise awareness of biodiversity preservation in both practice and research.

The purpose of this paper reporting an exploratory pilot study is to examine how participant engagement in design thinking varies when playing and fixing (playfixing) three partially complete games (broken games).

The data for this study consist of transcripts of five playfixing sessions with a total of 16 participants. Each session focused on one of three games. The authors used Winn’s (2009) design-play-experience framework to analyze features of each game that might relate to differences in design thinking. Next, the authors coded each playfixing session’s transcript to identify patterns of design thinking. Finally, these findings were used to make conjectures about how design features and flaws might encourage particular forms of design thinking.

The findings indicate how playfixing tabletop games with varied levels of complexity, playability and rule definition lead to different patterns of design thinking.

This is a first step toward understanding how the constraints associated with various elements of broken games might direct participants toward desired modes of design thinking and more broadly, contributes to the literature on the educational uses of game making.