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This article reports on a study that explored how the Tanzanian government can support the development of research-intensive universities in its higher education system.

Data were collected through document analysis and in-depth semi-structured interviews with participants obtained from national higher education departments, senior university leadership offices and academic staff in both public and private universities.

The study identified four essential systemic elements for developing research-intensive universities (RIUs): diversification of universities based on their core functions, allocation of financial resources according to research performance, relaxation of university governing systems and accrediting universities based on research outcomes.

The study identified essential systemic elements that could address the issue of developing RIUs in low- and middle-income countries (LMICs). These elements present a potential solution for developing a diverse higher education system capable of sustaining RIUs, offering opportunities to produce innovative knowledge, develop diverse skills and meet the needs of a range of students, employers and businesses.

This study adds to the body of knowledge on how LMICs can develop well-functioning RIUs. The study also contributes to the ongoing debates among higher education stakeholders, including governments, academics, students and the community, on the changing dynamics of higher education and its role in national and regional development.

The converging global trends for countries and educational institutions is to push the boundaries of science and develop new technologies through the application of internationalization strategies. However, the extent to which higher education institutions (HEIs) participate and apply internationalization strategies in higher education (IOHE) varies by institution and region.

The study employed the multi-level ordinal regression to estimate how various factors influence the rationales to internationalize higher education.

The study revealed that the salience of HEIs choice of a specific rationale for the IOHE stems from either the academic, administrative and socio-cultural levels.

This article posits, particularly for Kenyan universities, that proper identification of their needs and wants for their higher education is key to successfully engage in IOHE. This recognition of needs and wants places them in the right position to identify appropriate rationales to engage in this complex process.

The novelty of this study is based on the fact that in Sub-Saharan Africa, research on the rationales for the IOHE in universities is highly lacking. A focus on more localized contexts is a critical starting point for these institutions to own and situate the internationalization process in a way that meets their needs.

Many researchers partner with schools but may be unfamiliar with practices for initiating contact and sustaining relationships with school leaders. Partnering with schools requires significant effort from the researcher to nurture communication and trust. This can pose challenges for researchers who are new to the field, have relocated to a new university or need to rebuild relationships due to transitions in school staffing.

In this mixed-methods study, we interviewed and surveyed school and district leaders in Delaware to learn how researchers can best communicate and form relationships with schools and districts.

We found no singular best method exists to initiate contact with schools and districts. Rather, researchers should consider the unique needs of the local context. Leaders’ decision to participate in research was most influenced by their own interest in the research topic, alignment with schools’ needs and researchers’ willingness to build a relationship with the local education agency.

Despite broad acknowledgment about the importance of school–university partnerships, few studies directly engage educators in discussing their goals, preferences and needs when working with researchers. We sought to formalize an understanding of best practices researchers can consider when initiating contact and building relationships with schools, directly from the perspective of school and district leaders. Developing these understandings from practitioners ensures the information authentically represents the perspectives of those who researchers seek to connect with, rather than assumptions of the researcher.

This study aims to break through the limitations of previous studies that have focused too much on the individual-level effects of humble leadership. Based on the affective events theory (AET), this study provides to construct an individual-team multilevel model of humble leadership focusing on the followers’ affective reaction and attribution of intentionality.

On the basis of subordinates’ attribution of humble leadership, it is believed that there are actually two motivations for humble leadership: true intention (serve the organizational collective interest) and pseudo intention (serve the leader’s self-interest), to which subordinates have different affective reactions, causing different leadership effectiveness. Thus, this study conducted an extensive review based on the qualitative method and proposed an integrated multilevel model of leader humility on individual and team outputs.

Followers’ attribution of intentionality moderates the relationship between humble leadership and followers’ affective reaction, which also determines followers’ performance (task performance, interpersonal deviant behavior and leader–member exchange); the interaction between team leaders’ humble leadership and collective attribution of intentionality influences team outputs (team outputs, organizational deviant behavior and team–member exchange) through team affective reaction; team humble leadership affects individual outputs through affective reaction and team affective climate plays a moderating role between affective reaction and individual outputs.

This study explores the individual-team multilevel outputs of humble leadership based on the AET theory, which is relatively rare in the current field. This study attempts to incorporate leaders’ motivation (such as attributions of intentionality) into the humble leadership research, by confirming that humble leadership affects affective reaction, which further influences individual-team multilevel outputs.

Safety warnings remind construction workers about dangers and guide them to take necessary actions to avoid potential injuries, which could encourage their safe behavior. Workers’ behavior compliance with the safety warnings would be impacted by the risk perception levels induced by the warnings. This study aims to examine whether the design of safety warnings would impact the induced risk perception of workers

This study compared the risk perception levels of construction workers when processing two forms of safety warnings, i.e., safety signs and safety comics, which are commonly used in construction workplaces. Construction workers (n = 20) volunteered for an experiment with an implicit paradigm to probe how they perceive these safety warnings, using event-related potentials (ERPs) features collected by an electroencephalogram (EEG) sensor to indicate the risk perception level

The results demonstrated that the design of safety warnings would impact the induced risk perception. The safety signs and safety comics performed differently in inducing the workers’ risk perception. The safety signs representing prohibition and caution warnings induced significantly higher risk perception than the comics, and there were no significant differences regarding direction warnings

This is the first study to compare the risk perception levels between various forms of safety warnings presenting safety information in different ways. The findings would help to expand the knowledge of the relationship between the design of safety warnings and workers’ safety behavioral compliance

Drawing on social learning theory, the purpose of this study is to examine the relationship between team cohesion and employee adaptive performance directly and through employee ambidexterity. The study also investigates the moderating role of team empowerment climate in the relationship between team cohesion and employee adaptive performance.

Time-lagged data were collected in two waves from a sample of 212 employees from 43 teams working in software houses in Pakistan. R (lavaan package) was used to analyze the multilevel framework.

The findings reveal that both team cohesion and employee ambidexterity positively relate to employee adaptive performance. Moreover, employee ambidexterity mediates the cross-level relationship between team cohesion and employee adaptive performance. The results also support that team empowerment climate (a contextual boundary condition) moderates the direct relationship between team cohesion and employee adaptive performance.

The primary novelty of this study lies in developing and examining a holistic conceptual framework for a multilevel model in the software industry that incorporates team cohesion (level 2) as an antecedent, employee ambidexterity (level 1) as an underlying mechanism, employee adaptive performance (level 1) as an outcome and team empowerment climate as a boundary condition (level 2).

This article examines the role the Australian Trade Union Training Authority (TUTA) played in international education through the provision of trade union courses and exchanges. We consider how an investigation of trade union networks contributes to a richer understanding of international education linkages.

This paper is based on research conducted for an Australian Research Council (ARC)-funded project: Trade union training: reshaping the Australian industrial landscape (ARC LP180100500). This research involved a critical analysis of 60 semi-structured oral history interviews and textual archives, including the official records held by the National Archives of Australia and papers held by the Noel Butlin Archives, the Australian Council of Trade Unions and in private collections.

TUTA was established primarily as a national union training organisation, but from its inception, it also acted as a hub for the development of regional and international labour networks. The nature of TUTA’s work placed it at the intersection of international trade union and educational domains. Although there were some points of contact with formal international programs (e.g. Japan–Australia and Kellogg Foundations, the Colombo Plan and US Department of Labour exchanges schemes), the specific contribution of TUTA is overlooked in the educational exchange literature. The role of TUTA is revealed through institutional connections and individual experiences.

Further research is required to gain a deeper understanding of the impact of TUTA from the perspective of former participants in international TUTA course and current and former trade unionists in the Asia–Pacific.

This article builds new knowledge by examining the connections forged in the Asia–Pacific region at the intersection of trade union and educational networks, an area often overlooked in the literature on educational exchange.

The purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.

This study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.

Undergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.

The study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.

Hispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.

This paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.

The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities.

This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps.

The review’s findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps.

One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review.

The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience.

The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion.

This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

This paper aims to investigate the effects of four types of cyber entrepreneurship courses on entrepreneurial self-efficacy (ESE) and intention. It is based on Social Cognitive Theory and Regulatory Focus Theory, which takes Chinese college students as the research objects.

Approximately 101 senior business school students who had participated in all cyber entrepreneurship courses were selected to complete the horizontal analysis. Approximately 317 students from different grades who had participated in different cyber entrepreneurship courses were selected for the multi-group analysis (MGA) for the longitudinal comparison.

The results show that different cyber entrepreneurship courses may trigger Chinese students’ positive or defensive mechanisms for cyber entrepreneurship and affect their ESE and intentions. The impact of cyber entrepreneurship theoretical courses on Chinese students’ entrepreneurial intentions is not significant, and self-efficacy has no mediating effect between cyber entrepreneurial theory courses and intentions.

This study helps teachers and policymakers to better understand the impacts of cyber entrepreneurship courses and to adopt proper teaching contents and methods for diversity goals. It also has reference value in theoretical and practical perspectives.