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This study aims to investigate the relationship between management support, quality infrastructure, staff training and the effectiveness of quality enhancement cells (QECs) established in higher education institutions.

Data were acquired via a structured questionnaire dispatched to faculty members across 12 public and private universities, primarily situated in Punjab, Pakistan. Among the 200 questionnaires distributed, 180 were retrieved and 140 were deemed valid. The proposed relationships were examined using SPSS–25 and PLS–SEM.

The results show a positive and significant relationship between management support, quality infrastructure and staff training with QECs' effectiveness. The study also highlights that the effectiveness of QECs is “Good” in only two of the 12 universities, while in most universities it is “Barely Acceptable”. Furthermore, QECs' effectiveness is slightly better in public universities compared to private institutions.

The study employs convenience sampling and a cross-sectional approach, focusing on faculty members from 12 universities, primarily in Punjab, Pakistan. To enhance future research, larger samples and probability-based sampling should be considered, while involving quality managers and students for a broader perspective.

The research suggests policymakers and university leaders should strengthen their support by providing resources, quality infrastructure and training for academic and administrative staff. This would enhance the effectiveness of QECs and improve the overall quality of education in both public and private universities.

This study contributes to the literature on quality assurance in higher education by emphasizing the significance of QECs concerning management support, quality infrastructure and staff training – areas that are often overlooked in Pakistani universities.

This study aims to show how universities may engage in social responsibility approaches and to understand in depth how the university social responsibility (USR) practices contribute in achieving sustainable development.

Exploratory qualitative research was directed based on two Tunisian Universities (two case studies); the first one belongs to the public sector and the second one to the private sector. Data were collected through participant observations, group interviews, documentation as well as semistructured interviews with students and administrative staff. The survey was carried out in 2022, immediately following the COVID-19 health crisis. The interview lasted 45-min on average.

The results confirmed that USR was applicable within the two studied institutions. The two cases under investigation primarily concerned academic and philanthropic responsibilities, with practices pertaining to ethical and legal responsibilities being observed, albeit not to the same extent as the other two responsibilities. Therefore, universities prioritize the welfare of people over anything else when they implement a USR policy.

The USR is an approach that many higher education institutions, both public and private, must appropriate. Nevertheless, this field is still virgin in academic research and this theme remains unexplored within the Tunisian territory. Thus, through the present study, the authors were able to understand in depth the USR practices and confirmed that these two institutes were socially responsible. Consequently, the authors are inviting other Tunisian Universities to adhere to these approaches regarding their benefits among society, environment and economy.

While recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex roles in networked school turnaround.

This study employed a qualitative case study approach and collected data through document analysis, observation and interviews in a Shanghai public junior secondary school’s turnaround network.

This study revealed three patterns in external providers’ interactions with the school (direction leader, solution supplier and method instructor) corresponding to three types of external providers (universities, private enterprises and public institutions). While providing support at different levels (i.e. macro, meso and micro), different external providers shared common strategies for addressing policy requirements and school needs and co-constructing turnaround strategies.

This study offers new insights into external providers’ supporting roles in Chinese school turnaround and expands the scant international knowledge base on external providers in educational improvement.

As institutions acknowledge the importance of adopting digital transformation, the higher education setting is realising a prompt and transformative change internationally. This chapter explores the effect of digitalisation in the sphere of higher education, whilst underlining its significance for Kuwait. By adopting digital transformation, higher education institutions in Kuwait can facilitate robust sustainable development and adopt a culture of bold innovation. The objective of Kuwait Vision 2035 is to make use of digital transformation as an approach to enhance the overall quality of education. This may include incorporating advanced teaching methods, a modified curriculum, and innovative evaluation methods supported by technology. Digital tools can enhance the learning experience and provide students with a more interactive and engaging education. By capitalising on digital infrastructure, aiding teachers, and encouraging partnerships, Kuwait aims to prepare students with useful digital skills, advance innovation and stimulate progress in a knowledge-based economy. Likewise, by means of extensive and lifelong learning, Kuwait intends to be at the forefront of digital education by making a sizeable contribution to economic prosperity and sustainable development.

The contemporary changes in learning institutions, such as new teaching methods like online teaching that emerged as a result of the corona virus disease (COVID-19) pandemic, require higher education institutions to activate employee creative behaviour to thrive. The COVID-19 pandemic serves as a disruptor and catalyst for traditional teaching methods in universities, leading to the introduction of new teaching methods, which underscores the urgency of creativity research to generate new ideas for work execution. Despite the dynamic education environment that has resulted in new work practices that necessitate creativity, little empirical research stimulating creativity in higher institutions of learning following a pandemic has been done. This research seeks to determine the role of self-efficacy in enhancing creativity and the various types of creativity.

An explanatory research methodology was used to investigate the hypothetical influence of self-efficacy on creativity.

The findings of the study reveal that self-efficacy significantly enhances the different dimensions of creative behaviour. However, the magnitude of the influence varies significantly among the three categories of creative behaviour. The magnitude of influence of self-efficacy was highest on idea implementation, preceded by generation and championing of ideas.

We collected data from employees in Uganda’s universities, which were public, and the application of the findings may be limited to public universities because of the difference in the work environment settings in private and public university settings, which may affect the efficacy of the employees. Given that the data were collected in a university setting, the results may be limited to universities. This research adopted a cross-sectional design and employees' efficacy and creative behaviour may change over time. The current study opens the ground for longitudinal research in a related field to establish the causal role of self-efficacy on individuals' creativity over time.

Organisations must enhance positive organisational behaviour like self-efficacy to enhance university employees' cognitive ability to manage uncertainty associated with creativity. While enhancing self-efficacy, organisations need to consider the strategic actions geared towards enhancing the required type of creative behaviour since findings reveal that the causal effect of self-efficacy significantly differs across the different types of creativity.

This research has both theoretical and empirical value. From an empirical perspective, this is a novel investigation to determine the direct effect of self-efficacy and the individual dimensions of creativity in a public university setting in a developing country like Uganda. By establishing the antecedent role of self-efficacy on creativity, the study provides new insights into how educational systems can maintain operational continuity and adaptability during unprecedented disruptions like the one of COVID-19. This research extends the applicability of social cognitive theory from a theoretical standpoint by affirming that the influence of personality characteristics on an individual (such as self-efficacy) varies with the type of creative behaviour. This is because the tasks involved in the various dimensions of creative behaviour are different and, as a result, are affected by self-efficacy in different ways.

The purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh.

The study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews.

The research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process.

Limitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study.

This study’s originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country.

This study aims to reveal the impact of e-learning on accounting education amid COVID-19 in Jordanian universities from the viewpoint of faculty members.

The questionnaire is used as a study instrument distributed to faculty members at the Accounting Departments of the Jordanian public and private universities. Due to the COVID-19 pandemic, Google Forms has been used to distribute 117 questionnaires that have been analyzed via the partial least squares-smart program.

The results show a negative impact of learning difficulties on accounting education, a negative impact on the personal skills of faculty members on the digitization of accounting education, no impact on the personal skills of faculty members, a positive impact on training courses, the use of technology on accounting education and the digitization of accounting education, as well as a positive impact on the skills of faculty members on the digitization of accounting education.

These results are significant in determining the adequacy of online learning for accounting education at the Accounting Departments of Jordanian public and private universities from the viewpoint of faculty members amid COVID-19.

This study highlights the impact of the e-learning system imposed amid COVID-19 on accounting education, teaching efficiency and the future of accounting education.

The purpose of this study is to explore the human resource development (HRD) implications of perceived higher education (HEd) leadership effectiveness on academics’ quality of worklife (QWL) in the context of COVID-19. Drawing on conservation of resource theory, this study explains the mediating role of resource adequacy (RA); then this study investigates the moderating role of COVID-19-related risk perception (CRP) on the relationship between university leadership (UL) and both academics’ turnover intention (TI) and academics’ QWL.

This study used a quantitative research exploiting the pandemic experiences and perceptions survey, PEPS, to collect data from 300 academic staff in private and public HEd institutions in Lebanon. The analyses include the test of the mediating effect of RA as well as the moderated mediation effect of CRP through regressions, PROCESS and bootstrapping.

The findings suggest that by enhancing RA, effective UL positively influences the QWL and mitigate the TI in Lebanese HEd. Furthermore, this study found that CRP weakens the direct relationship of UL on RA and the indirect effect of UL on the QWL and TI via RA such that the relationships are weakened when COVID-19 risk perception was high rather than low.

The results imply that HEd HRD professionals could think of effective human resource interventions of how to maintain good working environment where academics are facilitated to acquire high level of resources which lead to improving their QWL and mitigating the negative outcome (TIs).

To the best of the authors’ knowledge, no research has been made to investigate the moderated mediation model of the “pandemic experience and leadership perceptions” (PEPS) in the HEd sector in Lebanon, addressing academics’ experiences in business schools. This study is unique because it was conducted during the utmost pandemic outbreak (mid academic year 2021) collecting data in real time. This research contributes to the HRD literature by showing empirical evidence of the relationships in the context of Lebanese HEd institutions.

This study intended to bridge this gap by investigating the perspectives of international students regarding Taiwan’s bilingual education policy and its impact on their willingness to enroll in graduate programs in Taiwan. Additionally, the comparisons among international students from diverse backgrounds were examined.

Employing a qualitative research design, the study included nine participants from three countries, with each country contributing three students. Three sessions of semi-structured interviews were conducted, supplemented by the analysis of 15 documents from 8 organizations and universities.

Results indicated predominantly negative views toward Taiwan’s bilingual education policy, with little impact reported by two participants and none by others. Furthermore, themes derived from document analysis deviated from participants' viewpoints.

A focus on students from southern Asia, which was the major source of international students in Taiwan, becomes critical. In the same vein, little literature has been found concerning graduate students' perceptions toward bilingual education policy, which should be thoroughly explored as well.

Talent management research today is increasing as organizational requirements attempt to meet the challenges of effectively managing talent to achieve organizations’ strategic agendas. However, in learning organizations specifically, investigations of talent management practices are limited, with this study exploring the role of talent management practices in employee satisfaction and organizational performance in Pakistan.

The study was conducted in various universities (public and private) in Pakistan using a quantitative approach. Cross-sectional data are collected through a questionnaire, with analysis and conclusions based on completed questionnaires from 403 respondents.

The study’s findings from the analysis by structural equation modeling (SEM) emphasize the positive and significant effects of most talent management practices (i.e. talent identification, talent development, talent culture and talent retention) on employee satisfaction and organizational performance (talent attraction is the exception). Employee satisfaction positively and significantly affects organizational performance and is found to have a mediating effect, bridging the relationships of most talent management practices (talent identification, talent development, talent culture and talent retention) with organizational performance.

The study’s findings support human resource professionals, academics and policymakers in managing talent practices to enhance organizational performance. The findings assist in developing core skills and talent-related competencies to achieve organizational goals and success.

The study fills the research gaps by developing a framework of talent management practices for employee satisfaction and organizational performance in learning organizations, which warrants further consideration.