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This study aimed to develop a model for identifying talented faculties in regional universities.

In this study, the systematic grounded theory (GT) approach has been used. The research population consisted of academic and scientific experts of higher education system who had more knowledge about the subject of the research. They were identified and selected using a non-probability and purposeful sampling method.

The paper introduces a talent-based model for identifying faculties in regional universities. Findings show that in regional universities, talent management (TM) theory is rarely used to identify scientific talents. Therefore, to attract capable faculty members, using a comprehensive model based on this concept can be effective and efficient. To achieve the above goal, it is suggested that universities and higher education centers should pay special attention to the components of education, research and counseling when identifying faculty.

This article develops the knowledge about TM in higher education. Given the gap between theory and practice regarding the theory of TM in higher education, this study, with a look at the identity and nature of universities, offers recommendations for attracting faculty members. Implementing the desired model in regional universities gives them the assurance that by attracting capable people, it will be possible to achieve the university development plan.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

This instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program.

The study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor teachers engaged in semi-structured interviews and a focus group. The data were analyzed through inductive and deductive data analysis techniques.

Using inductive and deductive data analysis techniques, three themes emerged on the benefits of being a mentor teacher: (1) extra support in the classroom, (2) professional learning and growth opportunities, and (3) investing in the future of education. The teachers’ perceived benefits were related to the connectedness of their personal and professional growth, the growth of the resident teachers and their students’ learning.

Mentor teachers play a vital role in teacher residency programs, as they are the primary influence on their resident teachers’ pedagogical praxis. In a residency program, mentor teachers support resident teachers’ sustained teaching experience by hosting them for one full academic year in their classrooms; therefore, exploring the benefits they receive from serving in this role is essential.

A crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential resource for organizational transformation to maximize performance and to promote a school’s knowledge capital increase, Teachers’ talent management (TTM) is not an agreed-upon concept in the literature. The aim of this study is threefold: (1) to propose a theoretical and operational TTM definition, (2) to develop a test to measure TTM and (3) to discuss the value of TTM implementation in educational settings.

A psychometric validation design according to international standards for test development is implemented. A cross-sectional intentional sampling with 200 schools is used for obtaining reliability and validity evidence. We operationalized TTM using 9 factors (10 items per factor, 6-point Likert scale): attraction, selection, development, retention, succession, climate, culture, evaluation and knowledge management.

Results show adequate evidence of reliability and validity, focusing on items' content and latent structure. The combined use of structural equation models (SEM) and psychometric networks (PN) detects a six-factor model with a test reduced version including 61 items, getting 64.28% of the total explained variance and adequate reliability indices and factor loadings.

The Teachers' Talent Management Assessment Test (TTMAT) can contribute educational institutions to create a culture of excellence and deliver the best possible education to their students. Educational transformation will only happen if teachers are professionalized, trained, motivated and supported to inspire and to guide their learners to reach their objectives and well-being.

This study aims to explore how student recruitment practitioners at regional Australian universities strategise student recruitment efforts in Thailand. There is scarce research addressing regional universities, with prior studies focusing on metropolitan universities. Similarly, most prior studies have focused on high-volume markets, with little research exploring emerging markets such as Thailand.

Semi-structured interviews were conducted with student recruitment practitioners from regional universities that were responsible for recruiting Thai students. Thematic analysis was conducted to identify key themes.

Regional universities lack strategic ambidexterity in their approach to recruiting international students. They viewed Thailand as requiring longer term investment and were unwilling to dedicate their limited resources towards developing this market at the expense of other markets that would yield enrolments to contribute towards short-term targets.

Implications are provided with relevance to the student recruitment practitioner, with strategic ambidexterity discussed.

The paper fills a gap in the research by exploring international student recruitment and contextualising both regional universities and Thailand as a recruitment market. This study provides useful considerations that may be relevant to other emerging markets.

The shift toward a circular economy (CE) represents a collaborative endeavor necessitating the presence of efficient frameworks, conducive contexts and a common comprehension. This research serves as a pivotal stride towards this goal, presenting an exclusive prospect for the investigation and fusion of these frameworks, with particular emphasis on the Quintuple Helix Model (5HM), into a unified theoretical framework that underscores the core principles of the CE. This study is centered on three pivotal questions aimed at decoding the CE transition in specific regional settings.

Adopting an abductive approach firmly anchored in a two-stage qualitative process, this study specifically merges the foundational principles from institutional theory, entrepreneurship literature and CE frameworks to provide insights into the dynamics of circular ecosystems, with a specific focus on the Huelva region in Spain.

The findings demonstrate significant potential in the CE, ranging from the integration of product and service systems to innovations in eco-industrial practices. Yet, a notable deficiency exists: the absence of institutional entrepreneurs, highlighting the essential role that universities can play. As recognized centers of innovation, universities are suggested to be key contributors to the transformation toward a CE, aligning with their societal and economic responsibilities.

This study highlights the importance of managing relationships with entities like SMEs and policymakers or academia for effective CE adoption. Policymakers can refine strategies based on the research’s insights, while the impact of university-driven circular ecosystems on sustainable societies is another crucial area for research.

The sustainability models cited in CE literature may not be comprehensive enough to prevent problem shifting, and it can be argued that they lack a sound theoretical and conceptual basis. Furthermore, the connections between sustainability objectives and the three levels of the CE operating system remain vague. Additionally, there is insufficient information on how regions foster the involvement of the environment in fivefold helix cooperation and how this impacts the CE.

The main aim of this paper is to establish a reasonable and scientific evaluation index system to assess the high quality and full employment (HQaFE).

This paper uses a novel Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) multi-criteria framework to evaluate the quality and quantity of employment, wherein the integrated weights of attributes are determined by the combined the Criteria Importance Through Inter-criteria Correlation (CRITIC) and entropy approaches.

Firstly, the gap in the Yangtze River Delta in employment quality is narrowing year by year; secondly, employment skills as well as employment supply and demand are the primary indicators that determine the HQaFE; finally, the evaluation scores are clearly hierarchical, in the order of Shanghai, Jiangsu, Zhejiang and Anhui.

A scientific and reasonable evaluation index system is constructed. A novel CRITIC-entropy-TOPSIS evaluation is proposed to make the results more objective. Some policy recommendations that can promote the achievement of HQaFE are proposed.

The paper aims to examine the digital economy's influence on China's regional innovation and development. It focuses on direct effects and spatial spillover across regions, and the mediating role of human capital. This analysis is vital for policy and strategic planning in the digital era.

This study uses panel data from 30 Chinese provinces (2004–2019) and uses the entropy method to quantify the digital economy's development. It investigates its impact on regional innovation using a dynamic spatial Durbin model (SDM) and mediation effect model, assessing direct effects, spatial spillover and human capital's mediating role. Various control variables are included for comprehensive analysis.

Findings show the digital economy significantly boosts regional innovation, acting as a growth driver. However, impacts vary regionally, with the central region gaining more than the eastern and western areas. Spatial spillover effects are mixed, showing negative short-term and positive long-term impacts under different weight matrices. Human capital is crucial for fostering innovation through the digital economy.

The paper offers unique insights into the spatial dynamics of the digital economy's impact on regional innovation in China. It advances understanding of the digital economy's role in regional development using innovative methods like the entropy method and dynamic SDM. Highlighting human capital as a key mediating factor enriches discussions on digital economy strategies for regional innovation.

In this study the authors aim to comprehensively investigate the determinants of voting behavior in Turkey, with a specific focus on the dynamics of the center-periphery debate. Mainly, the authors focus on regional voting patterns during the period that is dominated by the Justice and Development Party (JDP/AKP) in the elections. The authors apply the random effects generalized least squares (GLS) methodology, and analyze electoral data covering four pivotal parliamentary elections (2007, 2011, 2015 and 2018) across all 81 provinces (NUTS III regions). The authors individually examine voting dynamics of the four major parties in parliament: the JDP/AKP, the Republican People's Party (RPP/CHP), the Nationalist Movement Party (NMP/MHP) and the Peoples' Democratic Party (PDP/HDP). The authors contribute to a comprehensive understanding of how socioeconomic cleavages, economic performance, party alignment and social dynamics shape voter preferences in the Turkish context, thereby addressing gaps in the existing literature.

This research employs an ecological study of Turkish NUTS III sub-regions, covering national elections from 2007 to 2018. The authors utilize the random effects GLS method to account for heteroscedasticity and time effects. The inclusion of the June and November 2015 elections enables a comprehensive analysis of the evolving dynamics in Turkish voting behavior. The results remain robust when applying pooled OLS and fixed effect OLS techniques for control.

The study's findings reveal that economic performance, specifically economic growth, plays a pivotal role in the sustained dominance of the JDP/AKP party. Voters closely associate JDP preference with economic growth, resulting in higher voting shares during periods of economic prosperity. Along with economic growth; share of agriculture in regions' GDP, female illiteracy rate, old population rate, net domestic migration, terrorism and party alignment are also influential factors in the Turkish case. Furthermore, differences among sociocultural groups, and East–West dichotomy seem to be important factors that reveal the impact of social cleavages to understand electoral choice in Turkey.

This study contributes to the existing literature by offering a comprehensive multidimensional analysis of electoral behavior in Turkey, focusing on the JDP/AKP dominance period. The main contribution of this study is its multidimensional perspective on the power bases of all main parties, considering key voter choice theories (cleavages, party alignment and retrospective economic performance voting) that have not been systematically analyzed in prior research. The main research question of this study is to examine which factors affect voting behavior in Turkey and how the dynamics of center-periphery or eastern-western region voting behavior under the JDP hegemony can be explained. The contribution of this study consists not only in its empirical testing of panel data approaches but also in its comprehensive analysis of four major political parties. Building upon existing studies in the literature, this research seeks to extend the understanding of voting dynamics for the four main parties in the parliament — JDP/AKP, RPP/CHP, NMP/MHP and PPDP/HDP — by delving into their dynamics individually, thereby expanding the scope of previous studies. This study aims to make a contribution by not only empirically testing panel data approaches but also conducting a comprehensive analysis of four major political parties. Furthermore, the separate inclusion of the 2015 elections and utilization of a panel data approach enrich the analysis by capturing the evolving dynamics of Turkish voting behavior. The study underscores the significance of socioeconomic factors, economic performance and social cleavages for voters' choices within the context of a dominant party rule.

This article provides an overview and analysis of 50 years of European policies, actions, and challenges to align its higher education and research, as well as lessons learned from this for similar initiatives elsewhere.

The study builds on a comprehensive overview and study of policy documents and scholarly literature to identify by decade the main policies and actions and the related challenges towards a European Higher Education and Research Area.

The findings make clear the key rationales, challenges, shifts and lessons to be learned from 50-year European policies for the alignment of higher education.

Its value lies in the historical overview and analysis of current initiatives, in particular the European Universities Initiative (EUI), to provide a historical and geographical context, which might give insight for similar initiatives elsewhere.